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

Date

2013-11-14

Author

İşler Baykal, Işıl
Murphy Gardiner, Angela
Knuth, Eric
Blanton, Maria

Metadata

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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.

Subject Keywords

Algebra and algebraic thinking, Reasoning and proof, Elementary school education

URI

https://hdl.handle.net/11511/74669
http://www.pmena.org/pmenaproceedings/PMENA%2035%202013%20Proceedings.pdf
https://scholar.google.com/citations?user=BW2Nis4AAAAJ&hl=en

Conference Name

35th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (14 - 17 Kasım 2013)

Collections

Department of Secondary Science and Mathematics Education, Conference / Seminar

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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.