Descubriendo la medida en un contexto de interacción, negociación y diálogo: un estudio de caso en Educación Infantil

The first part of this paper provides a brief analysis of the historicalepistemological component of the measure and, additionally, different strategies and specific resources to promote situations that facilitate interaction, negotiation, and dialogue in the classroom are described. The second part presents a single case study showing a specific example of the teaching of mass in a context of experimentation and communication. The results show that the formulation of good questions produces a significant effect on the construction of mathematical knowledge. In view of this, it is essential that teachers progressively acquire skills to formulate good questions ​
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