Abstract

LAUTERT, Sintria Labres; OLIVEIRA, Danielle Cavalcanti Almeida de  and  CORREA, Jane. Children's understanding about inverse relationships without numerical explicitation. Arq. bras. psicol. [online]. 2017, vol.69, n.1, pp. 73-89. ISSN 1809-5267.

The current study investigates children's understanding of covariation between division terms without explicit presence of the number, seeking to verify whether there is a difference in performance when quantities expressed by numbers or relative codes are included. 72 students from a private school in Recife divided into 3 groups: kindergarten 3, 1st grade and 2nd grade, were asked to solve 12 division problems considering two conditions: C1 (with the explicit presence of the number), C2 (with the presence of relative codes). Results show children from 1st and 2nd grade perform better with C2 problems whereas children from kindergarten 3 display a better performance with C1 problems. These results indicate the use of relative codes does seem to help children in early years, especially those beginning to learn operations, to think about the relations in mathematical problems.

Keywords : Inverse relationships; Division problems; Learning.

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