PROMOVIENDO EL RAZONAMIENTO PROPORCIONAL CON APOYO DE LA TECNOLOGÍA DIGITAL.

Students exhibiting mature number sense make sense of numbers and operations, use reasoning to notice patterns, and flexibly select the most effective and efficient problem-solving strategies (McIntosh et al., 1997; Reys et al., 1999; Yang, 2005). Despite being highlighted in national standards and policy documents (CCSS, 2010; NCTM, 2000, 2014), students' mature number sense and its nomological network are not yet well specified. For example, how does students' mature number sense relate to their knowledge of fractions and their grade-level mathematics achievement? We analyzed 129 middle school students' scores on measures of mature number sense, fraction and decimal computation, and grade-level mathematics achievement. We found mature number sense to be measurably distinct from their fraction and decimal knowledge and uniquely associated with students' grade-level mathematics achievement. [ABSTRACT FROM AUTHOR]