En el presente estudió, se evaluó el efecto de una secuencia instruccional, basada en Instrucción de Ampliación de Esquemas (Fuchs, Fuchs, Prentice, Hamlett, Finelli & Courey, 2004) sobre el desempeño en la solución de problemas que admiten tanto una solución algebraica como aritmética y problemas algebraicos. Se planteó un diseño pre test - post test con grupo control. Participaron 27 estudiantes de tercer grado que conformaron el grupo experimental (GE) y 21 estudiantes de cuarto grado que conformaron el grupo control (GC). Los resultados sugieren un efecto diferencial positivo en los estudiantes del GE. Se discute sobre las bondades de implementar este tipo de secuencias instruccionales en la educación básica.The purpose of this article was to evaluate the effect of an instructional sequence based on Instruction of Extension of Schemes over the performance in the solution and representation of arithmetic problems of Total (Fuchs, Fuchs, Prentice, Hamlett, Finelli & Courey, 2004) and algebraic (Schliemann, Carraher, Brizuela and Jones, 2011). A pretest – posttest design with control group was proposed. 27 third grade students formed the experimental group (EG) and 21 fourth grade students formed the control group (CG). The results suggest a positive differential effect on the group that was exposed to the instructional sequence (EG) on the solution and algebraic representation of total arithmetic problems, as well as a positive differential effect in solving algebraic problems. We argument about of implementing this type of instructional sequences in elementary school are discussed.