A Progression in First-Grade Children's Thinking about Variable and Variable Notation in Functional Relationships

Autor/inn/en	Blanton, Maria; Brizuela, Bárbara M.; Gardiner, Angela Murphy; Sawrey, Katie; Newman-Owens, Ashley
Titel	A Progression in First-Grade Children's Thinking about Variable and Variable Notation in Functional Relationships
Quelle	In: Educational Studies in Mathematics, 95 (2017) 2, S.181-202 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Blanton, Maria)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1954
DOI	10.1007/s10649-016-9745-0
Schlagwörter	Elementary School Mathematics; Grade 1; Mathematics Instruction; Thinking Skills; Elementary School Students; Mathematical Concepts + Suchen Sie Ihr Suchwort? Elementare Mathematik; Schulmathematik; School year 01; 1. Schuljahr; Schuljahr 01; Mathematics lessons; Mathematikunterricht; Denkfähigkeit
Abstract	Recent research suggests that children in elementary grades have some facility with variable and variable notation in ways that warrant closer attention. We report here on an empirically developed progression in first-grade children's thinking about these concepts in functional relationships. Using learning trajectories research as a framework for the study, we developed and implemented an instructional sequence designed to foster children's understanding of functional relationships. Findings suggest that young children can learn to think in sophisticated ways about variable quantities and variable notation. This challenges assumptions that young children are not "ready" for a study of such concepts and raises the question of whether difficulties adolescents exhibit might be ameliorated by an earlier introduction to these ideas. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01