This study reports the results of research on the construction of meaning for natural numbers, through the development of division in a primary classroom. The teaching sequence contrasted two different approaches to division with natural numbers, canonical division and Egyptian division. The analysis of the case study of one teacher, Karina, focuses on the significance of mathematical language in one lesson.
CITATION STYLE
Trejo-Guerrero, L., & Valdemoros-Álvarez, M. E. (2018). The Use of Language in the Construction of Meaning for Natural Number (pp. 187–201). https://doi.org/10.1007/978-3-319-75055-2_14
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