Elementary school students´approaches to solving true/false number sentences
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Abstract
This paper focuses on eight-year old students’ ways of approaching true/false number sentences. The data presented here belongs to a teaching experiment in which the use of relational thinking when solving number sentences was explicitly promoted. The study of the way of using this type of thinking and of students’ structure of attention, allow us to make distinctions and to provide a description of students’ different behaviours.
Métodos de alumnos de educación primaria para la resolución de sentencias numéricas verdaderas y falsas
Handle: http://hdl.handle.net/10481/3474
Nº de citas en WOS (2017): 3 (Citas de 2º orden, 17)
Nº de citas en SCOPUS (2017): 6 (Citas de 2º orden, 25)