Resumen

ASSIS, Évelin Fulginiti de  y  CORSO, Luciana Vellinho. Intervention in counting principles with students from the first year of elementary school. R. Bras. Est. Pedag. [online]. 2019, vol.100, n.256, pp.733-752. ISSN 2176-6681.  https://doi.org/10.24109/2176-6681.rbep.100i256.4220.

This article presents an experimental study of intervention in counting principles, in order to investigate its efficacy. Thus, studies that investigated the predictive factors of mathematics outcomes are presented, as well as the academic profile of students with problems in this area and results of intervention researches. The experimental study counted with 136 students from the first year of elementary school from three public schools located in Porto Alegre, divided into control group (n=76) and experimental group (n=60). The intervention occurred two times a week, for two weeks, only with the experimental group. A statistical analysis of the data was carried through the Z test of comparison, and the results demonstrate the efficacy of the intervention program in counting principles, since students in the experimental group show statistically higher advances than those of the students in the control group.

Palabras clave : case study; counting principles; intervention; mathematics education.

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