Exploring the Connection between Arithmetic and Prealgebraic Reasoning at First and Second Grade

Autor/inn/en	Powell, Sarah R.; Kearns, Devin M.; Driver, Melissa K.
Titel	Exploring the Connection between Arithmetic and Prealgebraic Reasoning at First and Second Grade
Quelle	In: Journal of Educational Psychology, 108 (2016) 7, S.943-959 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000112
Schlagwörter	Elementary School Mathematics; Algebra; Equations (Mathematics); Problem Solving; Grade 1; Grade 2; Mathematics Skills; Arithmetic; Predictor Variables; Difficulty Level; Student Characteristics; Age Differences; Mathematics Tests + Suchen Sie Ihr Suchwort? Elementare Mathematik; Schulmathematik; Equations; Mathematics; Gleichungslehre; Problemlösen; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Prädiktor; Schwierigkeitsgrad; Age; Difference; Age difference; Altersunterschied
Abstract	Children in the elementary grades are expected to solve equations to demonstrate prealgebraic proficiency. Prealgebraic differences may emerge based equation type (i.e., standard vs. nonstandard), the operation shown or required for solution (i.e., addition or subtraction), and the position of the unknown. Prealgebraic differences may also be influenced based on arithmetic proficiency. We evaluated the performance of 1,796 1st- and 2nd-grade children on a measure of standard and nonstandard equations to learn whether arithmetic fluency predicts prealgebraic performance, which characteristics of prealgebraic items determine item difficulty, and whether certain demographic variables contribute to prealgebraic performance. Results indicate prealgebraic differences by grade level and season (i.e., fall or spring) of administration. Arithmetic influences prealgebraic performance, and nonstandard equations that require a relational understanding of the equal sign are most difficult for young children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01