Professional Development Focused on Children's Algebraic Reasoning in Elementary School

Autor/inn/en	Jacobs, Victoria R.; Franke, Megan Loef; Carpenter, Thomas P.; Levi, Linda; Battey, Dan
Titel	Professional Development Focused on Children's Algebraic Reasoning in Elementary School
Quelle	In: Journal for Research in Mathematics Education, 38 (2007) 3, S.258-288 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-8251
Schlagwörter	Faculty Development; Algebra; Mathematical Logic; Thinking Skills; Urban Schools; Elementary School Teachers; Elementary School Students; Comprehension; Mathematical Concepts; Instructional Effectiveness; Arithmetic; Generalization; Teaching Methods; Learning Strategies; California + Suchen Sie Ihr Suchwort? Mathematical logics; Mathematische Logik; Denkfähigkeit; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Verstehen; Verständnis; Unterrichtserfolg; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Teaching method; Lehrmethode; Unterrichtsmethode; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Kalifornien
Abstract	A yearlong experimental study showed positive effects of a professional development project that involved 19 urban elementary schools, 180 teachers, and 3735 students from one of the lowest performing school districts in California. Algebraic reasoning as generalized arithmetic and the study of relations was used as the centerpiece for work with teachers in Grades 1-5. Participating teachers generated a wider variety of student strategies, including more strategies that reflected the use of relational thinking, than did nonparticipating teachers. Students in participating classes showed significantly better understanding of the equal sign and used significantly more strategies reflecting relational thinking during interviews than did students in classes of nonparticipating teachers. (Contains 8 tables and 9 footnotes.) (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	2018/2/04