El papel de las conexiones intra-matemáticas en el aprendizaje de los números decimales

Several characterizations proposed for number sense coincide in the need to promote the establishment of connections for the strategic use of rational numbers by students. This study follows a case study design for the analysis of eight class sessions of a group of 12–13-year-old students who study decimal numbers. Results show a relationship between the emergence of specific types of mathematical connections and the possible development of specific components of number sense in students. A special relevance of “justification” type connections is pointed out in the construction of fundamental aspects of number sense. Opportunities to refine reference models of mathematical connections are also discussed.