Analyzing Algebraic Thinking Using "Guess My Number" Problems

Autor/inn/en	Patton, Barba; De Los Santos, Estella
Titel	Analyzing Algebraic Thinking Using "Guess My Number" Problems
Quelle	5 (2012) 1, S.5-22 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1694-609X
Schlagwörter	Grade 10; Algebra; Mathematics Instruction; Visual Aids; Arithmetic; Grade 7; Age Differences; Middle School Students; High School Students; Mathematical Concepts; Concept Formation; Problem Solving; Mathematics Skills; Scores + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Anschauungsmaterial; Addition; Arithmetik; Arithmetikunterricht; Rechnen; School year 07; 7. Schuljahr; Schuljahr 07; Age; Difference; Age difference; Altersunterschied; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Concept learning; Begriffsbildung; Problemlösen; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz
Abstract	The purpose of this study was to assess student knowledge of numeric, visual and algebraic representations. A definite gap between arithmetic and algebra has been documented in the research. The researchers' goal was to identify a link between the two. Using four "Guess My Number" problems, seventh and tenth grade students were asked to write numeric, visual, and algebraic representations. Seventh-grade students had significantly higher scores than tenth-grade students on visual representation responses. There were no significant differences between the seventh and tenth grade students' responses on the numeric and algebraic representation. The researchers believed that the semi-concrete and visual models, such as used in this study, may provide the link between numeric and algebraic concepts for many students. (Contains 4 tables and 8 figures.) (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10