Third graders generalizations about even numbers and odd numbers The impact of an early algebra intervention

2013-11-14
İşler Baykal, Işıl
Murphy Gardiner, Angela
Knuth, Eric
Blanton, Maria
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 about the sum of even numbers and odd numbers.
35th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (14 - 17 Kasım 2013)

Suggestions

From recursive pattern to correspondence rule Developing students abilities to engage in functional thinking
Stephens, Ana; İşler Baykal, Işıl; Marum, Tim; Blanton, Maria; Knuth, Eric; Murphy Gardiner, Angela (2012-11-01)
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.
Middle school mathematics teachers' pedagogical content knowledge in relation to statistical reasoning
Gokce, Rukiye; Kazak, Sibel (2017-01-01)
To investigate middle school mathematics teachers' pedagogical content knowledge (PCK) with regard to statistical reasoning, an interview protocol was developed and used with nine teachers. This paper focuses on one of the problems in this interview protocol (Basketball problem) to illustrate teachers PCK in relation to four components: big ideas, student responses, student difficulties, and instructional intervention. Our analyses showed that levels of teachers' PCK varied in each component. Teachers had d...
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 ...
Grade 6 students' abilities to represent functional relationships
İşler Baykal, Işıl; Stephens, Ana; Fonger, Nicole; Blanton, Maria; Gardiner, Angela; Knuth, Eric (2017-01-01)
This paper reports results from Grade 6 students' written work on a functional thinking assessment item. The results show that students who experienced an early algebra intervention during Grades 3-5 were more likely to successfully represent a function rule in words and variables than students who did not. Also, both comparison and intervention groups of students were found to be more successful representing a function rule in variables than in words. The results underscore the impact of early algebra on s...
Professional development of preservice biology teachers through reflective thinking
Savran Gencer, Ayşe; Çakıroğlu, Jale; Department of Secondary Science and Mathematics Education (2008)
The study aims to explore preservice biology teachers’ reflective thinking content and levels by examining the use of a reflective framework integrated into one semester Practice Teaching course. More specifically, this study focused on the development of reflective thinking skills of preservice teachers and their metaphorical images about learning and teaching process. Data were collected through both qualitative and quantitative approaches. The written documents and audiotaped debriefings taken during the...
Citation Formats
I. İşler Baykal, A. Murphy Gardiner, E. Knuth, and M. Blanton, “Third graders generalizations about even numbers and odd numbers The impact of an early algebra intervention,” University of Illinois at Chicago; Chicago, Illinois, USA, 2013, p. 140, Accessed: 00, 2021. [Online]. Available: https://hdl.handle.net/11511/74669.