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From specific value to variable Developing students abilities to represent unknowns
Date
2011-10-20
Author
Marum, Tim
İşler Baykal, Işıl
Stephens, Ana
Gardiner, Angela
Blanton, Maria
Knuth, Eric
Metadata
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Cite This
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.
URI
http://www.pmena.org/pmenaproceedings/PMENA%2033%202011%20Proceedings.pdf
https://hdl.handle.net/11511/83185
https://files.eric.ed.gov/fulltext/ED585955.pdf
Conference Name
33rd Annual Meeting of the NorthAmerican Chapter of the International Group for the Psychology of Mathematics Education (20 - 23 Ekim 2011)
Collections
Department of Mathematics and Science Education, Conference / Seminar
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T. Marum, I. İşler Baykal, A. Stephens, A. Gardiner, M. Blanton, and E. Knuth, “From specific value to variable Developing students abilities to represent unknowns,” University of Nevada, Reno, 2011, p. 106, Accessed: 00, 2021. [Online]. Available: http://www.pmena.org/pmenaproceedings/PMENA%2033%202011%20Proceedings.pdf.
