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Autor/inn/en | Ketterlin-Geller, Leanne R.; Chard, David J. |
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Titel | Algebra Readiness for Students with Learning Difficulties in Grades 4-8: Support through the Study of Number |
Quelle | In: Australian Journal of Learning Difficulties, 16 (2011) 1, S.65-78 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1940-4158 |
Schlagwörter | Problem Solving; Number Systems; Numeracy; Grade 4; Algebra; Mathematics Instruction; High Schools; Elementary Secondary Education; Grade 5; Grade 6; Grade 7; Grade 8; Thinking Skills; Computation; Learning Problems Problemlösen; Number system; Zahlensystem; Rechenkompetenz; School year 04; 4. Schuljahr; Schuljahr 04; Mathematics lessons; Mathematikunterricht; High school; Oberschule; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Denkfähigkeit; Lernproblem |
Abstract | Developing proficiency in algebra is the focus of instruction in high school mathematics courses and is a minimum expectation for high school completion for all students including those with learning difficulties. However, the foundation for success is laid in grades 4-8 (aged 9-14). In this paper, we assert that students' development of algebraic reasoning skills and knowledge is influenced by their understanding of numeracy. We propose that students in grades 4-8 need targeted instruction on three interconnected numeracy concepts. First, we propose that students need a strong conceptual foundation of number and number systems to facilitate computation, estimation and problem solving across number systems. Second, we identify students' understanding of basic number properties as foundational to lawful application of operations. Finally, we note that procedural proficiency, including computational fluency and conceptual understanding, provides a foundation for generalised application of algorithms for solving arithmetic and algebraic problems. Combined, these skills and knowledge enable students to employ algebraic reasoning by generalising their knowledge for solving abstract problems. (Contains 2 tables and 1 figure.) (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |