Taking inspiration from recent literature about algebraic thinking at early grades, we wonder if and how we can prompt and recognize relational thinking at the kindergarten level. Adopting a design-based research approach, we analyze students’ answers to a task, both with the aim of developing its potential in prompting relational thinking and the aim of getting clues about how to recognize relational thinking at the kindergarten level. Analyzing students’ behavior while facing our task, we find evidence of relational thinking in students aged 5, even if at different stages. The task proves to be effective in stimulating children relational thinking and in making distinguishable their answers.
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