Third graders’ strategies and use of relational thinking when solving number sentences

Resumen

Relational thinking is an important element of algebraic thinking which has potential for promoting the integration of arithmetic and algebra in the elementary curriculum and the development of a meaningful learning of arithmetic. Focusing on the context of number sentences, we have analysed the use of relational thinking by a group of third graders. In this paper we describe the various strategies identified in the students' production. The results evidence a great variability in the way of using relational thinking and a variable role of computation in that use.