Growth in Children's Understanding of Generalizing and Representing Mathematical Structure and Relationships

Autor/inn/en	Blanton, Maria; Isler-Baykal, Isil; Stroud, Rena; Stephens, Ana; Knuth, Eric; Gardiner, Angela Murphy
Titel	Growth in Children's Understanding of Generalizing and Representing Mathematical Structure and Relationships
Quelle	In: Educational Studies in Mathematics, 102 (2019) 2, S.193-219 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Blanton, Maria)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1954
DOI	10.1007/s10649-019-09894-7
Schlagwörter	Elementary School Students; Grade 3; Grade 4; Grade 5; Algebra; Generalization; Elementary School Mathematics; Mathematics Achievement; Mathematics Instruction; Instructional Effectiveness; Cognitive Processes + 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; Elementare Mathematik; Schulmathematik; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Mathematics lessons; Mathematikunterricht; Unterrichtserfolg; Cognitive process; Kognitiver Prozess
Abstract	We share here results from a quasi-experimental study that examines growth in students' algebraic thinking practices of generalizing and representing generalizations, particularly with variable notation, as a result of an early algebra instructional sequence implemented across grades 3--5. Analyses showed that, while there were no significant differences between experimental and control students on a grade 3 pre-assessment measuring students' capacity for generalizing and representing generalizations, experimental students significantly outperformed control students on post-assessments at each of grades 3-5. Moreover, experimental students were able to more flexibly interpret variable in different roles and were better able to use variable notation in meaningful ways to represent arithmetic properties, expressions and equations, and functional relationships. This study provides important evidence that young children can learn to think algebraically in powerful ways and suggests that the earlier introduction of algebraic concepts and practices is beneficial to students. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01