Implementing a Framework for Early Algebra

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Atıf İçin Kopyala

Blanton M., Brizuela B. M., Stephens A., Knuth E., Isler I., Gardiner A. M., ...Daha Fazla

TEACHING AND LEARNING ALGEBRAIC THINKING WITH 5- TO 12-YEAR-OLDS: THE GLOBAL EVOLUTION OF AN EMERGING FIELD OF RESEARCH AND PRACTICE, ss.27-49, 2018 (SSCI)

• Yayın Türü: Makale / Tam Makale
• Cilt numarası:
• Basım Tarihi: 2018
• Doi Numarası: 10.1007/978-3-319-68351-5_2
• Dergi Adı: TEACHING AND LEARNING ALGEBRAIC THINKING WITH 5- TO 12-YEAR-OLDS: THE GLOBAL EVOLUTION OF AN EMERGING FIELD OF RESEARCH AND PRACTICE
• Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI)
• Sayfa Sayıları: ss.27-49
• Anahtar Kelimeler: Algebraic thinking, Randomized study, Early algebra Learning progressions, Qualitative methods, Curriculum, LEARNING PROGRESSIONS, THINKING
• Orta Doğu Teknik Üniversitesi Adresli: Evet

Özet

In this chapter, we discuss the algebra framework that guides our work and how this framework was enacted in the design of a curricular approach for systematically developing elementary-aged students' algebraic thinking. We provide evidence that, using this approach, students in elementary grades can engage in sophisticated practices of algebraic thinking based on generalizing, representing, justifying, and reasoning with mathematical structure and relationships. Moreover, they can engage in these practices across a broad set of content areas involving generalized arithmetic; concepts associated with equivalence, expressions, equations, and inequalities; and functional thinking.