Abstract
This paper presents a study about fractions word problems, which the school tradition has transmitted. They are descriptive problems because their context is a story or a pseudorealistic narrative not intended to address any truly practical situation. Through the rational and historical-epistemological analysis of these issues, methodological clarity is provided on these fractions issues, identifying their types, structure, analytical reading and methods of resolution.
Keywords:
History and Mathematics; Didactical Analysis and Historical-Epistemological Analysis; Problem Solving; Descriptive problems of fractions
