Arithmetic and Algebra in Early Mathematics Education

Autor/inn/en	Carraher, David W.; Schliemann, Analucia D.; Brizuela, Barbara M.; Earnest, Darrell
Titel	Arithmetic and Algebra in Early Mathematics Education
Quelle	In: Journal for Research in Mathematics Education, 37 (2006) 2, S.87-115 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-8251
Schlagwörter	Mathematics Curriculum; Mathematics Education; Algebra; Elementary School Mathematics; Arithmetic; Mathematics Instruction; Mathematical Concepts; Longitudinal Studies; Grade 2; Grade 3; Grade 4; Developmental Stages; Developmentally Appropriate Practices; Massachusetts + Suchen Sie Ihr Suchwort? Mathematische Bildung; Elementare Mathematik; Schulmathematik; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Mathematics lessons; Mathematikunterricht; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; Entwicklungsbezogene Bildung; Master-Studiengang
Abstract	Algebra instruction has traditionally been postponed until adolescence because of historical reasons (algebra emerged relatively recently), assumptions about psychological development ("developmental constraints" and "developmental readiness"), and data documenting the difficulties that adolescents have with algebra. Here we provide evidence that young students, aged 9-10 years, can make use of algebraic ideas and representations typically absent from the early mathematics curriculum and thought to be beyond students' reach. The data come from a 30-month longitudinal classroom study of four classrooms in a public school in Massachusetts, with students between Grades 2-4. The data help clarify the conditions under which young students can integrate algebraic concepts and representations into their thinking. It is hoped that the present findings, along with those emerging from other research groups, will provide a research basis for integrating algebra into early mathematics education. (Contains 9 figures and 1 footnote.) (Author).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191-1502. Tel: 800-235-7566; Tel: 703-620-3702; Fax: 703-476-2970; e-mail: orders@nctm.org; Web site: http://www.nctm.org/publications/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10