Intervention in counting principles with first-grade students
Résumé
The objective of this article is to present an experimental study of intervention in counting principles, aiming to investigate its efficacy. The experimental study involved 136 first-grade students, from 3 public schools located in Porto Alegre, Brazil. The students were divided into control group (n=76) and experimental group (n=60). The intervention occurred 2 times per week, during 2 weeks, with the experimental group, while the control group remained with regular instruction. The results point to the efficacy of the intervention program in counting principles, with students in the experimental group showing higher statistically significant advances in the post-test (counting principles evaluation task) than the students in the control group. Some educational implications are addressed.
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