Early Algebra: Research into its Nature, its Learning, its by Carolyn Kieran, JeongSuk Pang, Deborah Schifter, Swee Fong

By Carolyn Kieran, JeongSuk Pang, Deborah Schifter, Swee Fong Ng

This survey of the state-of-the-art on study in early algebra strains the evolution of a comparatively new box of analysis and educating perform. With its concentrate on the more youthful scholar, elderly from approximately 6 years as much as 12 years, this quantity unearths the character of the study that has been conducted in early algebra and the way it has formed the expansion of the sphere. The survey, in providing examples drawn from the progressively growing to be learn base, highlights either the character of algebraic considering and the ways that this considering is being built within the basic and early heart institution scholar. Mathematical relatives, styles, and arithmetical constructions lie on the center of early algebraic task, with procedures similar to noticing, conjecturing, generalizing, representing, justifying, and speaking being imperative to scholars’ engagement.

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By Carolyn Kieran, JeongSuk Pang, Deborah Schifter, Swee Fong Ng

This survey of the state-of-the-art on study in early algebra strains the evolution of a comparatively new box of analysis and educating perform. With its concentrate on the more youthful scholar, elderly from approximately 6 years as much as 12 years, this quantity unearths the character of the study that has been conducted in early algebra and the way it has formed the expansion of the sphere. The survey, in providing examples drawn from the progressively growing to be learn base, highlights either the character of algebraic considering and the ways that this considering is being built within the basic and early heart institution scholar. Mathematical relatives, styles, and arithmetical constructions lie on the center of early algebraic task, with procedures similar to noticing, conjecturing, generalizing, representing, justifying, and speaking being imperative to scholars’ engagement.

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Algebra in the early grades (pp. 389–412). New York: Routledge. Dougherty, B. , & Slovin, H. (2004). Generalized diagrams as a tool for young children’s problem solving. In M. J. Høines & A. B. ), Proceedings of the 28th Conference of the International Group for the Psychology of Mathematics Education (Vol. 2, pp. 295–302). Bergen, Norway: PME. Driscoll, M. (1999). Fostering algebraic thinking: A guide for teachers, grades 6–10. Portsmouth, NH: Heinemann. Ellis, A. B. (2007). The influence of reasoning with emergent quantities on students’ generalizations.

Menon, V. (2005). Developmental changes in mental arithmetic: evidence for increased functional specialization in the left inferior parietal cortex. Cerebral Cortex,15, 1779–1790. , & Sutherland, R. (2001). Arithmetic world—algebra world. In H. Chick, K. Stacey, J. Vincent, & J. ), Proceedings of the 12th ICMI Study Conference: The Future of the Teaching and Learning of Algebra (pp. 515–522). Melbourne, Australia: The University of Melbourne. , & Gallagher, L. P. (2010). Integration of technology, curriculum, and professional development for advancing middle school mathematics: Three large-scale studies.

J. (2004). Elementary grade students’ capacity for functional thinking. In M. J. Høines & A. B. ), Proceedings of the 28th Conference of the International Group for the Psychology of Mathematics Education (Vol. 2, pp. 135–142). Bergen, Norway: PME. Blanton, M. , & Kaput, J. J. (2008). Building district capacity for teacher development in algebraic reasoning. In J. J. Kaput, D. W. Carraher, & M. L. ), Algebra in the early grades (pp. 361–388). New York: Routledge. , & Dougherty, B. (2011). Developing essential understanding of algebraic thinking for teaching mathematics in grades 3–5.

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