Analysis of additive problems in elementary school textbooks in Mexico

The resolution of arithmetic problems represents an extremely important topic that encompasses various aspects such as the academic training of students, their own didactics for the teaching-learning process, as well as in training and teaching practice. In such a way that, one of the tools of greatest prominence within the school classroom such as the textbook is permeated of this content. That is, the objective of the present study was to analyze the additive and subtraction problems of the textbooks of Mathematics of Elementary School of Mexico. It was a qualitative cutting study, where each of the math textbooks by school grade (1 to 6 degrees) was taken as a sample and an instrument was developed with seven evaluation categories. The results showed that there is a predominance as long as the semantic structures of combination and transformation; having an absence of the problems in which all its amounts are transformations or comparisons and those in which they are combined.