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

Show full item record

Item Usage Stats

185
views

0
downloads

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

Suggestions

OpenMETU
Core

Third graders generalizations about even numbers and odd numbers The impact of an early algebra intervention İşler Baykal, Işıl; Murphy Gardiner, Angela; Knuth, Eric; Blanton, Maria (2013-11-14) Third-grade students are participating in a classroom experiment investigating the impact of instruction derived from a research-based Early Algebra Learning Progression. Students completed a pre-assessment item addressing their abilities to justify a conjecture about the sum of three odd numbers. While they were largely unsuccessful on the assessment, through the course of the classroom intervention students are beginning to develop representation-based arguments and provide generalizations using facts abo...
From specific value to variable Developing students abilities to represent unknowns Marum, Tim; İşler Baykal, Işıl; Stephens, Ana; Gardiner, Angela; Blanton, Maria; Knuth, Eric (null; 2011-10-20) Third- through fifth-grade students participating in a classroom teaching experiment investigating the impact of an Early Algebra Learning Progression completed pre- and post- assessments documenting their abilities to represent or describe unknown quantities. We found that after a sustained early algebra intervention, students grew in their abilities to represent related unknown quantities using letters as variables.
The interplay between students’ understandings of proportional and functional relationships Stephens, Ana; Strachota, Susanne; Knuth, Eric; Blanton, Maria; İşler Baykal, Işıl; Gardiner, Angela Murphy (Association of Mathematics Teacher Educators; 2017-10-08) This research explores the interplay between students’ understandings of proportional and functional relationships. Approximately 90 students participated in an early algebra intervention in Grades 3– 5. Before the intervention and after each year of the intervention, we evaluated their understandings of proportional and functional relationships. Data revealed that among Grades 4 and 5 students who identified a correct function rule, a higher percentage were unsuccessful solving a proportional reasoning pro...
Investigation of pre-service elementary mathematics teachers’ self-efficacy beliefs about using concrete models in teaching mathematics Pişkin, Mutlu; Çakıroğlu, Erdinç; Bulut, Safure; Department of Educational Sciences (2010) The main purpose of the study was to investigate pre-service elementary mathematics teachers’ personal efficacy beliefs and outcome expectancies about using concrete models in teaching mathematics. Data were collected from the pre-service teachers in the middle of the spring semester of 2008-2009. Pre-service teachers were junior students enrolled in elementary mathematics teaching program at a public university. Six instructional sessions based on using concrete models in teaching mathematics were carried ...
The effect of problem-based learning on the elementary students' achievement in genetics Araz, Gülsüm; Sungur, Semra; Department of Elementary Science and Mathematics Education (2007) The purpose of the study is to investigate the relative effect of problem-based learning (PBL) and traditionally designed science instruction (TDSI) on students’ academic achievement and performance skills in the unit of genetics after controlling for students’ prior knowledge, prior performance skills, reasoning ability, and learning approach. The sample consisted of 192 eight grade students from a public elementary school in Ankara. Four classes instructed by two science teachers were randomly assigned as...

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.