Keywords
Rational numbers
Conceptual learning
Representations
Percentage
How to Cite
Abstract
In this article we discuss the construction of conceptual knowledge of rational numbers by basic education
students in grades 3 and 4 as an integrated process with a focus on percentage. At an early stage of learning
rational numbers, we aim to know what understanding students develop of the relational nature of percentage
and how percentage contributes to this learning, considering an understanding of the relations among different
rational number representations. This study is based on a teaching-learning experience, following a design based
research methodology. Data was collected through participant observation, supported in a logbook, with audio
and video recordings of the lessons and we analyze the dialogues and the productions of the students of a class.
The results show that the students display an understanding of the relational nature of percentage and that the grasp of relationships and concepts involved in this notion contributes to building an understanding of the
multiplicative nature of rational numbers.
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