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

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