Algebraic and Fractional Thinking in Collective Mathematical Reasoning

Autor/inn/en	Eriksson, Helena; Sumpter, Lovisa
Titel	Algebraic and Fractional Thinking in Collective Mathematical Reasoning
Quelle	In: Educational Studies in Mathematics, 108 (2021) 3, S.473-491 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Eriksson, Helena) ORCID (Sumpter, Lovisa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1954
DOI	10.1007/s10649-021-10044-1
Schlagwörter	Fractions; Mathematics Skills; Thinking Skills; Algebra; Abstract Reasoning; Comparative Analysis; Correlation; Multilingualism; English Language Learners; Elementary School Students; Grade 3; Grade 4; Grade 5; Task Analysis; Mathematics Curriculum + Suchen Sie Ihr Suchwort? Bruchrechnung; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Denkfähigkeit; Abstraktes Denken; Denken; Korrelation; Mehrsprachigkeit; Multilingualismus; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Aufgabenanalyse
Abstract	This study examines the collective mathematical reasoning when students and teachers in grades 3, 4, and 5 explore fractions derived from length comparisons, in a task inspired by the Elkonin and Davydov curriculum. The analysis showed that the mathematical reasoning was mainly anchored in mathematical properties related to fractional or algebraic thinking. Further analysis showed that these arguments were characterised by interplay between fractional and algebraic thinking except in the conclusion stage. In the conclusion and the evaluative arguments, these two types of thinking appeared to be intertwined. Another result is the discovery of a new type of argument, identifying arguments, which deals with the first step in task solving. Here, the different types of arguments, including the identifying arguments, were not initiated only by the teachers but also by the students. This in a multilingual classroom with a large proportion of students newly arrived. Compared to earlier research, this study offers a more detailed analysis of algebraic and fractional thinking including possible patterns within the collective mathematical reasoning. An implication of this is that algebraic and fractional thinking appear to be more intertwined than previous suggested. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01