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4 février 2015
- handle: 10670/1.4ljnw9
- hal: hal-01286931
info:eu-repo/semantics/OpenAccess
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Early number sense arithmetic algebraic arithmeticSujets proches
Standard of valueCiter ce document
Marios Pittalis et al., « The development of student's early number sense », HAL-SHS : sciences de l'éducation, ID : 10670/1.4ljnw9
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The present study adopted a theoretical model, suggesting that number sense consists of elementary number sense, conventional arithmetic and algebraic arithmetic , to trace the development of students' early number sense. Two hundred and four 1 st grade students were individually tested on five time-points. Data analysis suggested that number sense follows a linear growth rate and six groups of students were identified that follow different growth patterns. Two of the groups had a low initial value, two had a moderate initial value and two had high initial value. Systematically, one of the two groups with the same initial value exhibited a greater growth rate. The gap of the groups with same initial value in algebraic arithmetic progressively increased across the five time-points of the study.