Focusing on Informal Strategies when Linking Arithmetic to Early Algebra

Autor/in	Van Amerom, Barbara A.
Titel	Focusing on Informal Strategies when Linking Arithmetic to Early Algebra
Quelle	In: Educational Studies in Mathematics, 54 (2003) 1, S.63-75 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1954
DOI	10.1023/B:EDUC.0000005237.72281.bf
Schlagwörter	Equations (Mathematics); Grade 6; Grade 7; Algebra; Teaching Methods; Mathematics Instruction; Arithmetic; Problem Solving; Logical Thinking; Symbols (Mathematics); Mathematics Skills; Skill Development + Suchen Sie Ihr Suchwort? Equations; Mathematics; Gleichungslehre; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics lessons; Mathematikunterricht; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Problemlösen; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Kompetenzentwicklung; Qualifikationsentwicklung
Abstract	In early algebra students often struggle with equation solving. Modeled on Streefland's studies of students' own productions a prototype pre-algebra learning strand was designed which takes students' informal (arithmetical) strategies as a starting point for solving equations. In order to make available the skills and tools needed for manipulating equations, the students are stimulated and guided to develop suitable algebraic language, notations and reasoning. One of the results of the study is that reasoning and symbolizing appear to develop as independent capabilities. For instance, students in grades 6 and 7 can solve equations at both a formal and an informal level, but formal symbolizing has been found to be a major obstacle. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10