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Focusing on the challenges of teaching the Decimal Numbering System in multigrade classrooms, this research employs a phenomenological approach within an interpretive framework. It aims to explore how teachers effectively convey this abstract mathematical concept in a setting where students of varying ages and abilities learn together. The study emphasizes the importance of engaging students in reflective activities that help them grasp the complexities of the Decimal Numbering System, essential for their overall mathematical development.
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The Multigrade School, Erika Guadalupe Gómez Ortiz, Dolores Gutiérrez Rico
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- 2021
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