From Specific Value to Variable: Developing Students' Abilities to Represent Unknowns [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (33rd, Reno, NV, Oct 20-23, 2011).

Autor/inn/en	Marum, Timothy; Isler, Isil; Stephens, Ana; Gardiner, Angela; Blanton, Maria; Knuth, Erick
Titel	From Specific Value to Variable: Developing Students' Abilities to Represent Unknowns [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (33rd, Reno, NV, Oct 20-23, 2011).
Quelle	(2011), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Grade 3; Grade 4; Grade 5; Pretests Posttests; Algebra; Elementary School Students; Mathematics Instruction; Elementary School Mathematics; Massachusetts + Suchen Sie Ihr Suchwort? School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Mathematics lessons; Mathematikunterricht; Elementare Mathematik; Schulmathematik; Master-Studiengang
Abstract	Third- through fifth-grade students participating in a classroom teaching experiment investigating the impact of an Early Algebra Learning Progression completed pre- and post-assessments documenting their abilities to represent or describe unknown quantities. We found that after a sustained early algebra intervention, students grew in their abilities to represent related unknown quantities using letters as variables. [For the complete proceedings, see ED585874.] (As Provided).
Anmerkungen	North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01