Double-entry tables to activate knowledge in the teaching-learning process in elementary school students

Abstract

The use of double-entry tables facilitates various processes, surpassing their most common use, the presentation of research results. This versatility allows its incursion in the development of teaching-learning in the classroom as a support for teachers and students since it helps to organize, systematize, and order the information of two variables. This reality led to an analysis of its advantages based on a bibliographic review, the results of which allow us to recommend its incorporation into school activities in elementary education, given the opportunity it provides to construct meanings and contribute to the achievement of significant learning.