Learning Rational Numbers through an Emergent Modeling Process enhanced by Percentage
In this paper, a discussion about how elementary students’ conceptual understanding of rational numbers is fostered, along with number sense development, in a sociocultural learning perspective, is carried out. We highlight how an emergent modeling process, enhanced by percentage and supported by mu...
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| Formato: | article |
| Idioma: | eng |
| Publicado em: |
2020
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| Texto completo: | http://hdl.handle.net/10400.21/11256 |
| País: | Portugal |
| Oai: | oai:repositorio.ipl.pt:10400.21/11256 |