This study addresses the phase of textual understanding of a word problem by analyzing the drawings made by high school students after reading a verbal math problem that has arisen in some textbooks. Through a psycholinguistic perspective, we analyzed and classified ninety drawings of third graders of high school. The results obtained allowed us to propose a working method for reflection, analysis, and discussion of student productions in order to promote their situational comprehension on these problems.

Session Type: Poster Session