Developing "Algebraic Thinking": Two Key Ways to Establish Some Early Algebraic Ideas in Primary Classrooms

Autor/in	Ormond, Christine
Titel	Developing "Algebraic Thinking": Two Key Ways to Establish Some Early Algebraic Ideas in Primary Classrooms
Quelle	In: Australian Primary Mathematics Classroom, 17 (2012) 4, S.13-21 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1326-0286
Schlagwörter	Arithmetic; Algebra; Elementary School Students; Elementary School Mathematics; Elementary School Teachers; Mathematics Teachers; Thinking Skills; Mathematical Logic; Teaching Methods; Visualization; Manipulative Materials; Mathematical Concepts; Misconceptions + Suchen Sie Ihr Suchwort? Addition; Arithmetik; Arithmetikunterricht; Rechnen; Elementare Mathematik; Schulmathematik; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Mathematics; Mathematik; Denkfähigkeit; Mathematical logics; Mathematische Logik; Teaching method; Lehrmethode; Unterrichtsmethode; Visualisation; Visualisierung; Hilfsmittel; Missverständnis
Abstract	Primary teachers play a key role in their students' future mathematical success in the early secondary years. While the word "algebra" may make some primary teachers feel uncomfortable or worried, the basic arithmetic ideas underlying algebra are vitally important for older primary students as they are increasingly required to use "algebraic thinking" in the transition years. Radford (2001) said that teachers of mathematics "need to deepen [their] own understanding of the nature of algebraic thinking and the way it relates to generalisation". Some commentators have also recently argued that "algebraic thinking" should begin as early as Year 2 or 3 (Kaput, 2008; Mason, 2006; Van Dooren, Vershcaffel & Onghena, 2002). Warren and Cooper (2009) go so far as to claim "that the power of mathematics lies in the intertwining of algebraic and arithmetic thinking, each enhancing the other as students become numerate." This may seem a daunting task, however, and therefore this paper offers some fundamental strategies to help in this important work of developing early algebraic concepts. (Contains 4 figures and 6 footnotes.) (ERIC).
Anmerkungen	Australian Association of Mathematics Teachers (AAMT). GPO Box 1729, Adelaide 5001, South Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: office@aamt.edu.au; Web site: http://www.aamt.edu.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10