A Learning Progressions Approach to Early Algebra Research and Practice [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (37th, East Lansing, MI, Nov 5-8, 2015).

Autor/inn/en	Fonger, Nicole L.; Stephens, Ana; Blanton, Maria; Knuth, Eric
Titel	A Learning Progressions Approach to Early Algebra Research and Practice [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (37th, East Lansing, MI, Nov 5-8, 2015).
Quelle	(2015), (4 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Algebra; Mathematics Instruction; Curriculum; Educational Objectives; Sequential Approach; Mathematical Logic; Student Evaluation; Logical Thinking; Mathematical Concepts; Readiness; Grade 3; Grade 4; Grade 5; Grade 6; Grade 7; Elementary School Students; Middle School Students + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Curricula; Lehrplan; Rahmenplan; Educational objective; Bildungsziel; Erziehungsziel; Schrittfolge; Mathematical logics; Mathematische Logik; Schulnote; Studentische Bewertung; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin
Abstract	We detail a learning progressions approach to early algebra research and how existing work around learning progressions and trajectories in mathematics and science education has informed our development of a four-component theoretical framework consisting of: a curricular progression of learning goals across big algebraic ideas; an instructional sequence of tasks based on objectives concerning content and algebraic thinking practices; assessments; and posited levels of sophistication in children's reasoning about algebraic concepts within big ideas of early algebra. This research balances the goals of longitudinal research on supporting students' preparedness for algebra while attending to the practical goals of establishing connections among curriculum, instruction, and student learning. [This paper was published in: Bartell, T. G., Bieda, K. N., Putnam, R. T., Bradfield, K., & Dominguez, H. (Eds.) (2015). "Proceedings of the 37th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education" (p201-204). East Lansing, MI: Michigan State University.] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01