The Impact of Mental Computation on Children's Mathematical Communication, Problem Solving, Reasoning, and Algebraic Thinking

Autor/inn/en	Pourdavood, Roland; McCarthy, Kathy; McCafferty, Tess
Titel	The Impact of Mental Computation on Children's Mathematical Communication, Problem Solving, Reasoning, and Algebraic Thinking
Quelle	In: Athens Journal of Education, 7 (2020) 3, S.241-253 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2407-9898
Schlagwörter	Mathematics Instruction; Cognitive Processes; Computation; Mathematical Logic; Problem Solving; Grade 3; Elementary School Students; Algebra; Student Participation; Verbal Communication; Interpersonal Communication; Teaching Methods + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Cognitive process; Kognitiver Prozess; Mathematical logics; Mathematische Logik; Problemlösen; School year 03; 3. Schuljahr; Schuljahr 03; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Interpersonale Kommunikation; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Moving from arithmetic to algebraic thinking at early grades is foundational in the study of number patterns and number relationships. This qualitative study investigates mental computational activity in a third grade classroom's and its relationship to algebraic thinking and reasoning. The data sources include classroom observations, field notes, students' verbal and written communications, and interviews. The study occurs in two phases; phase one includes establishing roles, rules, and expectations regarding how to talk about mathematical ideas; and phase two involves creating a classroom community that encourages participation, active listening, students' voices, and multiple perspectives. The findings of the study suggest that students' verbal communication enhances their problem-solving, reasoning, and communication. In addition, the findings suggest that creating learning opportunities for all students to do sophisticated mathematics requires competent and caring teachers who know their students' backgrounds, who understand the subject, and have strong pedagogical knowledge. (As Provided).
Anmerkungen	Athens Institute for Education & Research. 8 Valaoritou Street, Kolonaki, Athens 10671, Greece. e-mail: education@atiner.gr; Web site: https://www.athensjournals.gr/aje
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01