Instructional Supports for Representational Fluency in Solving Linear Equations with Computer Algebra Systems and Paper-and-Pencil

Autor/inn/en	Fonger, Nicole L.; Davis, Jon D.; Rohwer, Mary Lou
Titel	Instructional Supports for Representational Fluency in Solving Linear Equations with Computer Algebra Systems and Paper-and-Pencil
Quelle	In: School Science and Mathematics, 118 (2018) 1-2, S.30-42 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-6803
DOI	10.1111/ssm.12256
Schlagwörter	Mathematics Instruction; Mathematical Concepts; Algebra; Problem Solving; Equations (Mathematics); Educational Technology; Technology Uses in Education; Grade 9; Semi Structured Interviews; Conventional Instruction; Mathematics Skills; Concept Formation; Graphs; Tables (Data); Feedback (Response); Student Needs; Teaching Methods + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Problemlösen; Equations; Mathematics; Gleichungslehre; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; School year 09; 9. Schuljahr; Schuljahr 09; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Concept learning; Begriffsbildung; Grafische Darstellung; Tabelle; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This research addresses the issue of how to support students' representational fluency--the ability to create, move within, translate across, and derive meaning from external representations of mathematical ideas. The context of solving linear equations in a combined computer algebra system (CAS) and paper-and-pencil classroom environment is targeted as a rich and pressing context to study this issue. We report results of a collaborative teaching experiment in which we designed for and tested a functions approach to solving equations with ninth-grade algebra students, and link to results of semi-structured interviews with students before and after the experiment. Results of analyzing the five-week experiment include instructional supports for students' representational fluency in solving linear equations: (a) sequencing the use of graphs, tables, and CAS feedback prior to formal symbolic transpositions, (b) connecting solutions to equations across representations, and (c) encouraging understanding of equations as equivalence relations that are sometimes, always, or never true. While some students' change in sophistication of representational fluency helps substantiate the productive nature of these supports, other students' persistent struggles raise questions of how to address the diverse needs of learners in complex learning environments involving multiple tool-based representations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01