Abstract
This research shows how, based on an analysis proposal based on the MTSK (Mathematics Teacher Specialized Knowledge) (Carrillo, Montes, Contreras, & Climent, 2017), related to the use of the TSD didactic device (Theory of the didactic situations), it was possible to favor the learning of the content of rational numbers, specifically from the part-whole relationship sub construct and the understanding of the same in students of the 5th grade of a primary school. The results show a greater mastery of the content in question and with it, the students' learning advanced towards different levels of complexity through the established representations and relationships.
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