The Development of Children's Algebraic Thinking: The Impact of a Comprehensive Early Algebra Intervention in Third Grade

Autor/inn/en	Blanton, Maria; Stephens, Ana; Knuth, Eric; Gardiner, Angela Murphy; Isler, Isil; Kim, Jee-Seon
Titel	The Development of Children's Algebraic Thinking: The Impact of a Comprehensive Early Algebra Intervention in Third Grade
Quelle	In: Journal for Research in Mathematics Education, 46 (2015) 1, S.39-87 (49 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-8251
Schlagwörter	Algebra; Thinking Skills; Intervention; Grade 3; Child Development; Investigations; Mathematics Instruction; Achievement Gains; Control Groups; Experimental Groups; Pretests Posttests; Teaching Methods; Educational Practices; Educational Strategies; Student Reaction; Student Surveys; Performance Based Assessment; Cognitive Style; Equations (Mathematics); Symbols (Mathematics); Mathematical Applications; Arithmetic; Intermode Differences + Suchen Sie Ihr Suchwort? Denkfähigkeit; School year 03; 3. Schuljahr; Schuljahr 03; Kindesentwicklung; Untersuchung; Mathematics lessons; Mathematikunterricht; Achievement gain; Leistungssteigerung; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungspraxis; Lehrstrategie; Schülerkritik; Schülerbefragung; Leistungsermittlung; Cognitive styles; Kognitiver Stil; Equations; Mathematics; Gleichungslehre; Angewandte Mathematik; Innermathematische Anwendung; Addition; Arithmetik; Arithmetikunterricht; Rechnen
Abstract	This article reports results from a study investigating the impact of a sustained, comprehensive early algebra intervention in third grade. Participants included 106 students; 39 received the early algebra intervention, and 67 received their district's regularly planned mathematics instruction. We share and discuss students' responses to a written pre- and post-assessment that addressed their understanding of several big ideas in the area of early algebra, including mathematical equivalence and equations, generalizing arithmetic, and functional thinking. We found that the intervention group significantly outperformed the nonintervention group and was more apt by posttest to use algebraic strategies to solve problems. Given the multitude of studies among adolescents documenting students' difficulties with algebra and the serious consequences of these difficulties, an important contribution of this research is the finding that--provided the appropriate instruction--children are capable of engaging successfully with a broad and diverse set of big algebraic ideas. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10