Abstract
Inequitable conditions for learning emerged in classrooms for children deemed by their teachers as low achievers. A project to address low arithmetic performance in public primary schools located at a marginalized area of Mexico City was created. This program is part of the educational component of the study program of future psychologists linked with services for the community—students face real-life situations that must be analyzed and solved with the advice of their university teachers. The problem of interest, described in this chapter, is low mathematics performance in the first three grades of primary school.
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Acknowledgments
Every child who participated in PABRE’s activities had the desire to learn and made efforts for improving her/his academic performance. The children helped the rest of the members of the learning community to understand children’s numerical thinking, its development and how to help other children in similar circumstances. We will like to express our acknowledgment to all of them.
During the 20 years of PABRE, different types of support were given to the people responsible for the development of the program. Grants have been received from UNAM (PAPIME—number of reference: PE301606) and the National Council of Science and Technology (Conacyt—number of reference: G37301-S; 2002–2005).
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Buenrostro, Á., Figueras, O. (2010). Children’s Numerical Thinking in the Early School Grades and How to Foster and Understand Its Development. In: Atweh, B., Graven, M., Secada, W., Valero, P. (eds) Mapping Equity and Quality in Mathematics Education. Springer, Dordrecht. https://doi.org/10.1007/978-90-481-9803-0_42
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