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Growth in children's understanding of generalizing and representing mathematical structure and relationships
Date
2019-10-01
Author
Blanton, Maria
İşler Baykal, Işıl
Stroud, Rena
Stephens, Ana
Knuth, Eric
Gardiner, Angela Murphy
Metadata
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Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License
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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.
Subject Keywords
Education
,
General Mathematics
URI
https://hdl.handle.net/11511/48990
Journal
EDUCATIONAL STUDIES IN MATHEMATICS
DOI
https://doi.org/10.1007/s10649-019-09894-7
Collections
Department of Mathematics and Science Education, Article
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M. Blanton, I. İşler Baykal, R. Stroud, A. Stephens, E. Knuth, and A. M. Gardiner, “Growth in children’s understanding of generalizing and representing mathematical structure and relationships,”
EDUCATIONAL STUDIES IN MATHEMATICS
, pp. 193–219, 2019, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/48990.