Repeating Patterns and Multiplicative Thinking: Analysis of Classroom Interactions with 9-Year-Old Students that Support the Transition from the Known to the Novel

Autor/inn/en	Warren, Elizabeth; Cooper, Tom
Institution	Houston Univ., TX. Coll. of Education.
Titel	Repeating Patterns and Multiplicative Thinking: Analysis of Classroom Interactions with 9-Year-Old Students that Support the Transition from the Known to the Novel
Quelle	In: Journal of Classroom Interaction, 41 (2007) 2, S.7-17 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0749-4025
Schlagwörter	Classroom Techniques; Constructivism (Learning); Preadolescents; Foreign Countries; Mathematical Concepts; Arithmetic; Algebra; Elementary Education; Australia + Suchen Sie Ihr Suchwort? Klassenführung; Pre-adolescence; Präadoleszenz; Ausland; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Elementarunterricht; Australien
Abstract	In early years' (primary grade) classrooms in Australia repeated patterns are commonly explored as an early introductory activity to mathematics. Most young students have an extensive knowledge of and exhibit success in copying, continuing, creating and transferring patterns into other media. By contrast, research indicates one of the most difficult concepts with which students grapple in their later years of elementary school is the notion of ratio. This paper reports on a design (teaching) experiment conducted over a four-lesson period in two classrooms comprising 51 students whose average age was 9 years and 6 months. The focus of these lessons was using students' knowledge of repeating patterns, an understanding that traditionally remains in the precinct of early years, to scaffold the introduction of ratio. The theoretical frameworks that underpinned the classroom interactions and learning were the socio-constructivist theory of learning, inquiry-based discourse and the simultaneous use of multi-representations to build new knowledge. The results show that after a short intervention period, repeating patterns can act as effective bridges for introducing the ratio concept. They also show that particular representations and teacher actions assisted students to identify ratio, recognize equivalence between particular ratios, and begin to represent these ideas in abstract notation systems. (Contains 5 figures, 1 table and 1 footnote.) (Author).
Anmerkungen	University of Houston, College of Education. 442 Farish Hall, Houston, TX 77204-5026. Web site: http://cmcd.coe.uh.edu/coejci/index.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10