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This paper is the second part of a multiphase study investigating the impact of a mathematical model, the Addition Table of Colours (ATC), in the learning of colour phenomena. The ATC instruction was undertaken in several 8th grade classes in three different Portuguese schools (250 students) and included collaborative activities through Lab stations model. In the control group (204 students), the colour phenomena were taught in the traditional way, with the goals set by the teachers, withoutdoi:10.22600/1518-8795.ienci2018v23n1p95 fatcat:xfw55u4zufcvfnckhds3u4e3hi