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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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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Citation Formats

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.