Assessing a Modeling Process of a Linear Pattern Task

Amit, Miriam; Neria, Dorit

doi:10.1007/978-1-4419-0561-1_18

Cited by 4 publications

(2 citation statements)

References 8 publications

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“…For instance, Warren and Cooper (2005) underscored that pattern tasks can aid students in developing their reasoning skills in algebraic equivalence and equations. Amit and Neria (2007) conducted a study with children aged 11-13, using tasks involving growing patterns to instill algebraic concepts. Similarly, Store et al (2010) carried out a teaching experiment with fifth-grade students, where students utilized pattern blocks to represent and discuss growing patterns.…”

Section: Introductionmentioning

confidence: 99%

The Development of 7th Grade Students’ Algebraic Thinking Through Task-assisted Instruction

Arabacı,

İmamoğlu,

Kılıc

2024

Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi

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This study aims to investigate how the algebraic thinking skills of seventh-grade students develop with the task-assisted teaching approach. The study was conducted in a seventh-grade class at a public school in Istanbul. The tasks were designed to support the basic components of students’ algebraic thinking processes - pattern recognition, writing algebraic expressions, constructing and solving equations. During the implementation, the students in the class were divided into groups of three and four, and a teacher candidate in each group was responsible for implementing the tasks. Teacher candidates were informed about the instructions provided by the researcher, the implementation principles, and possible student errors before each task. The entire implementation process was recorded with the consent of the students. This paper focused on the pattern recognition component of algebraic thinking. Video analysis and students' responses showed that their algebraic thinking processes improved in the pattern recognition component, and furthermore, the pattern recognition component evaluation through qualitative analysis showed that there was an improvement in the students' algebraic thinking skills compared to their previous performance. The results indicate that task-assisted instruction could be an effective method for improving students' algebraic thinking skills and supporting their algebra learning.

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Section: Introductionmentioning

confidence: 99%

The Development of 7th Grade Students’ Algebraic Thinking Through Task-assisted Instruction

Arabacı,

İmamoğlu,

Kılıc

2024

Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi

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“…the shifts in focus and form of your attention as you try to make sense of what Lucy says and does in the following brief account.The following account is offered inAmit & Neria (2010) Lucy: I need a sum [of digits] to be something divisible by 9. So we can choose 18.…”

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confidence: 99%

Sobre la naturaleza y la estructura de la atención en la Educación Matemática

Mason

2022

Duc.

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Se propone que no solo a lo que las personas prestan atención cuando hablan o piensan, sino también a cómo lo prestan, son de importancia clave cuando las personas piensan matemáticamen- te, aprenden matemáticas, leen literatura acerca de educación matemática o realizan investigaciones en educación matemática. Basándose en la disciplina de notar (Mason 2002) y un marco de formas de prestar atención a las cosas (Mason 1986, 2008), se ofrecen al lector experiencias en tratar de atrapar cómo cambia su atención tanto en el enfoque como en la forma.

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Approaches to Investigating Complex Dynamical Systems

Caron¹

2019

Lines of Inquiry in Mathematical Modelling Research in Education

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This chapter reports on a short experiment conducted in Canada to explore the potential, and feasibility, of introducing complex dynamical systems into mathematics curricula, both in schools and in university undergraduate programs. In particular it aimed to identify those mathematical habits of mind that are (or could be) developed in schools, universities and outside these traditional learning environments through exploring complex systems when approaching real life situations. The use of game design to engage members of the Canadian mathematics education community in the modelling of a real-life ecosystem brought to light different mathematical habits of mind and provided a snapshot of where we are with respect to modelling in mathematics education. Put in perspective with current lines of inquiry in the modelling of complex dynamical systems, in integrating modelling in mathematics education, and in developing computational thinking, the experiment opened a reflection on the possibilities and feasibility of helping tackle the complexity of our world's most pressing challenges through mathematics education.

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Assessing a Modeling Process of a Linear Pattern Task

Cited by 4 publications

References 8 publications

The Development of 7th Grade Students’ Algebraic Thinking Through Task-assisted Instruction

The Development of 7th Grade Students’ Algebraic Thinking Through Task-assisted Instruction

Sobre la naturaleza y la estructura de la atención en la Educación Matemática

Approaches to Investigating Complex Dynamical Systems

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