Resumo

MAINEGRA FERNANDEZ, Débora; MIRANDA IZQUIERDO, Jesús  e  CUE INFANTE, Jesús. Comprehension of written texts with the support of mathematical knowledge in Basic Secondary. Rev. Actual. Investig. Educ [online]. 2018, vol.18, n.1, pp.191-218. ISSN 1409-4703.  http://dx.doi.org/10.15517/aie.v18i1.31405.

The article aims to present the result of a case study with a 9th grade group on integrated work for the achievement of textual comprehension between Mathematics and Spanish Language subjects. The methods used were those of the theoretical level: systematization, analysis-synthesis and induction-deduction. Those of the empirical level: documentary analysis, survey of teachers and students of 9th grade, observation and pedagogical test. Finally, methods of descriptive statistics were used. The main results were the determination of referents that serve as a basis for the development of integrated work between Mathematics and Spanish Language for the achievement of textual comprehension and an inventory of strengths and weaknesses that affect the said process in the sample under study. It was possible to conclude among the main weaknesses that in the case of Cuba is not sufficiently organized from the methodological point of view the integrated work between the different subjects, although there are exceptions in this regard in some managers and teachers, in addition, that the understanding of certain textual typologies, among which the journalistic and / or divulgative highlights, is facilitated if it relies on questions to move through translation, interpretation and extrapolation that require mathematical knowledge to analyze their responses..

Palavras-chave : secondary education; reading comprehension; curricular integration.

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