Equivalence and Equations in Early Years Classrooms

Autor/inn/en	Warren, Elizabeth; Mollinson, Annette; Oestrich, Kym
Titel	Equivalence and Equations in Early Years Classrooms
Quelle	In: Australian Primary Mathematics Classroom, 14 (2009) 1, S.10-15 (6 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1326-0286
Schlagwörter	Equations (Mathematics); Arithmetic; Algebra; Computation; Mathematical Formulas + Suchen Sie Ihr Suchwort? Equations; Mathematics; Gleichungslehre; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Mathematische Formel
Abstract	Early algebraic thinking in a primary context is not about introducing formal algebraic concepts into the classroom but involves reconsidering how one thinks about arithmetic. Early algebraic thinking assists young students to engage effectively with arithmetic in ways that support engagement with arithmetic structure rather than arithmetic as a tool for computation. The distinction between arithmetic thinking and algebraic thinking in the early years' context is best defined as: arithmetic thinking focuses on product (a focus on arithmetic as a computational tool) and algebraic thinking focuses on process (a focus on the structure of arithmetic). With regards to equivalence in the early years, there are four key areas that students should explore: (1) Developing the comparative language that assists in describing equivalent and non-equivalent situations; (2) Developing an understanding that equals means that the two expressions are equivalent; (3) Representing equations in a variety of different formats including equations with more than one number on the left hand side (e.g., 2 + 5 = 3 + 2 + 2 and 7 = 5 + 2); and (4) Using the "balance principle" to find unknowns. In this article, the authors explain these four areas and provide examples and suggestions on how young children can develop powerful understandings of equivalence and equations. (Contains 8 figures and 1 table.) (ERIC).
Anmerkungen	Australian Association of Mathematics Teachers (AAMT). GPO Box 1729, Adelaide 5001, South Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: office@aamt.edu.au; Web site: http://www.aamt.edu.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10