From recursive pattern to correspondence rule Developing students abilities to engage in functional thinking

Date

2012-11-01

Author

Stephens, Ana
İşler Baykal, Işıl
Marum, Tim
Blanton, Maria
Knuth, Eric
Murphy Gardiner, Angela

Metadata

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Third- through fifth-grade students participating in a classroom teaching experiment investigating the impact of an Early Algebra Learning Progression completed pre- and post-assessment items addressing their abilities to engage in functional thinking. We found that after a sustained early algebra intervention, students grew in their abilities to shift from recursive to covariational thinking about linear functions and to represent correspondence rules in both words and variables.

Subject Keywords

Algebra and algebraic thinking, Elementary school education

URI

http://www.pmena.org/pmenaproceedings/PMENA%2034%202012%20Proceedings.pdf
https://hdl.handle.net/11511/72449

Conference Name

Thirty-Fourth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (1 - 4 Kasım 2012)

Collections

Department of Mathematics and Science Education, Conference / Seminar

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Citation Formats

A. Stephens, I. İşler Baykal, T. Marum, M. Blanton, E. Knuth, and A. Murphy Gardiner, “From recursive pattern to correspondence rule Developing students abilities to engage in functional thinking,” Kalamazoo, Michigan, 2012, p. 821, Accessed: 00, 2021. [Online]. Available: http://www.pmena.org/pmenaproceedings/PMENA%2034%202012%20Proceedings.pdf.