A socially built understanding of rational numbers
Résumé
This poster focus on an exploratory study which is part of a research study which aims to understand how to develop students’ emerging understanding of rational numbers, at elementary school, looking into how number sense development is promoted, through the use of different representations - percents, decimals and fractions - being the percentage the introductory one. Through a design research, based on a teaching experiment, guided by a conjecture, we intend to analyse the interactions, the strategies and the students’ productions when solving tasks. In this poster some data analysis from the exploratory study, concerning the use of percents, will be presented. This data show that percentage seems to be a good starting to introduce rational numbers.
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