Introducing Equations in Early Algebra

Autor/in	Radford, Luis
Titel	Introducing Equations in Early Algebra
Quelle	In: ZDM: Mathematics Education, 54 (2022) 6, S.1151-1167 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Radford, Luis)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1863-9690
DOI	10.1007/s11858-022-01422-x
Schlagwörter	Algebra; Mathematics Instruction; Grade 3; Elementary School Students; Mathematical Concepts; Concept Formation; Word Problems (Mathematics); Problem Solving; Equations (Mathematics); Symbols (Mathematics) + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; School year 03; 3. Schuljahr; Schuljahr 03; Concept learning; Begriffsbildung; Textaufgabe; Problemlösen; Equations; Mathematics; Gleichungslehre
Abstract	The overwhelming presence of a procedural meaning of equality and equations reported in previous research has led to a call for suitable pedagogical interventions to nurture a relational meaning of these concepts. This paper is a response to that call. Drawing on the theory of objectification, the first part deals with the configuration of a Grade 3 (8-9-year-old students) teaching-learning activity that seeks to create the classroom conditions for the formation of the mathematical operations and operation-based rules that underpin the algebraic simplification of linear equations. Instead of using problems involving abstract open arithmetic sentences or alphanumeric equations (e.g., 5+__ = 16; 2n+3=11), the teaching-learning activity resorts to story-problems. Two visual semiotic systems serving to model and solve the story-problems were devised. The story-problems were framed in narratives that allowed the teacher and the students to infuse equations, their equating parts, and the mathematical operations with contextual meanings. The first part of the paper includes the theoretical assumptions about the teaching-learning activity and its configuration, and a rationale behind the devisal of the semiotic systems. The second part presents a Vygotskian multimodal genetic analysis of the teaching-learning activity; that is, an analysis that shows the formation of concepts "in motion," in the process of their genesis. The genetic analysis sheds some light on the way students, in their work with the teacher, encountered and refined the cultural-historical algebraic meanings of the equal sign and equations, and the concepts required in solving equations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01