Grounded Theory of Productive Practices for Algebraic Thinking

Autor/in	Store, Jessie Chitsanzo
Titel	Grounded Theory of Productive Practices for Algebraic Thinking
Quelle	In: Investigations in Mathematics Learning, 10 (2018) 1, S.9-32 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Store, Jessie Chitsanzo)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1947-7503
DOI	10.1080/19477503.2017.1375353
Schlagwörter	Grounded Theory; Algebra; Mathematics Instruction; Mathematical Logic; Elementary School Students; Elementary School Mathematics; Mathematics Teachers; Elementary School Teachers; Pedagogical Content Knowledge; After School Programs; Thinking Skills; Difficulty Level; Constructivism (Learning); Mathematics Skills + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Mathematical logics; Mathematische Logik; Elementare Mathematik; Schulmathematik; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Elementary school; Grundschule; Volksschule; Pädagogische Kompetenz; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Denkfähigkeit; Schwierigkeitsgrad; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz
Abstract	In response to students' difficulties with algebra, many have advocated for algebraic thinking in elementary schools as a route to algebra. However, many studies show students' difficulties with algebraic thinking and teachers' challenges with creating a context that supports reasoning. This article presents a constructivist-grounded theory of interdependent practices that supports algebraic thinking based on a longitudinal study. The theory emerged from data collected from an after-school mathematical reasoning project with six elementary schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01