Abstract

This article establishes guidelines for interpreting strategies of problem Solving (RP) from the theoretical constructs concept image and concept definition of Vinner, and praxeologies of the Anthropological Theory of Didactics. From a case study, we analyzed the answers to a problem raised in the Olympics (ORPMAT) that gather students from 11 to 17 years old, in the region of Valparaíso, Chile. As a result an indicator PECDIS, enabling identification characterizations that explain the use of a strategy in RP in students and a rubric to evaluate performance in RP in different contexts is proposed.