Early algebraic thinking and the US mathematics standards for grades K to 5 /<i>El pensamiento algebraico temprano y los estándares matemáticos en la Educación Primaria (6–12 años) en Estados Unidos</i>

Carraher, David W.; Schliemann, Analúcia D.

doi:10.1080/02103702.2019.1638570

Cited by 9 publications

(3 citation statements)

References 41 publications

(153 reference statements)

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“…The prevailing pedagogical approach dictated that students should first master arithmetic before delving into the realm of algebra (Adamuz-Povedano et al, 2021;Banerjee, 2011). This sequential approach, contingent upon a solid foundation in arithmetic (Carraher & Schliemann, 2019). However, this approach frequently leaves students ill-prepared for the cognitive transition from the tangible to the abstract (Anderson, 2000).…”

Section: Theoretical Reviewmentioning

confidence: 99%

Mengeksplore aljabar awal di sekolah menengah: kombinasi analisis bibliometric dan meta analisis

Fardian,

Suryadi,

Prabawanto

et al. 2024

J. Elemen

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The aims of this study is to analyze publications on early algebra in middle schools to contribute to the development of related literature. A total of 234 articles on early algebra published in various Scopus databases between 2013 and 2024 were retrieved and analyzed through a bibliometric analysis approach and 19 articles through a Comprehensive Meta Analysis (CMA). The results showed fluctuating trends in research related to early algebra in middle schools. The surge in publications using VOSviewer and RStudio from 2013 to 2024 did not align with a corresponding increase in average citations, contributing to a stagnation in the average citation per year. The noticeable upward trend in the volume of publications on early algebra since the beginning of 2013 indicates a dynamic and evolving research landscape in this field. This consistency suggests a widespread and sustained interest in early algebra research beyond the confines of a single country, further emphasizing its global relevance and significance. Integrating multimedia technology into early algebra instruction significantly enhances student learning outcomes. Moreover, access to technology and enhanced learning resources through technology integration can play a more crucial role in improving the effectiveness of early algebra learning in countries with lower income levels.

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Section: Theoretical Reviewmentioning

confidence: 99%

Mengeksplore aljabar awal di sekolah menengah: kombinasi analisis bibliometric dan meta analisis

Fardian,

Suryadi,

Prabawanto

et al. 2024

J. Elemen

View full text Add to dashboard Cite

show abstract

“…Solving problems or demonstrating the veracity of a conjecture is impossible to accomplish without the use of mathematical reasoning. In both, solving problems and demonstrating conjectures are ways of developing mathematical reasoning [18][19][20][21]. The connections between different contents, the communication and representations used by the students are the basis of the developed mathematical reasoning, leading to decision-making in the learning process of each student.…”

Section: Functional Thinking As Part Of Algebraic Reasoningmentioning

confidence: 99%

Functional Thinking: A Study with 10th-Grade Students

2023

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This study aims to understand the functional thinking of 10th-grade students while studying functions. Specifically, we intend to answer the following research questions: what are the functional thinking processes used by 10th-grade students when studying functions? What difficulties do students present while learning functions? In view of the nature of this research objective, we adopted a qualitative and interpretative approach. In order to answer these questions, data were collected from the written records produced by the students while solving the proposed tasks, from records of the oral interactions during discussions and from a questionnaire. The results show that functional thinking processes were implicit in the resolution of the tasks proposed to the students. The students expressed an understanding of how the variables were related, presenting evidence of their functional thinking while working on the new concepts represented by the functions addressed in the proposed tasks. Some students expressed difficulties in interpreting the different types of representations associated with the functions, in retaining the necessary information from a graphical representation that would help them to draw conclusions and establish correspondences, in explaining functional relationships, and in interpreting the information provided by algebraic expressions. These difficulties can reduce the recognition of the relationships between variables and their behavior in the different representations, becoming an obstacle to learning for some students.

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“…In fact, patterns are a concrete representation of functional relationships. Therefore, FPG have a unique capacity to promote functional thinking (Markworth, 2010;Rivera, 2013) as a gateway into algebraic thinking (Carraher & Schliemann, 2019). Thus, studying and exploring the mental constructs of students in FPG may help to facilitate this promotion.…”

mentioning

confidence: 99%

Developing a Framework for Evaluating Student's Understanding at Figural Pattern Generalization

Asghary,

Afkhami,

Medghalchi

2023

PNA

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Figural patterns have a unique capacity to promote functional thinking. This study aimed to identify the mental constructs of 7th-grade students in Figural Pattern Generalization (FPG) by using the Action, Process, Object, Schema (APOS) theory in order to develop a framework for evaluating students' understanding of FPG. A sample of 220 students completed a test designed based on the APOS framework and 19 students participated in a semi-structured interview. Results showed that there are emergent and partial action levels before the action stage and pre-emergent, and partial process/object levels before the process/object stage.

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Early algebraic thinking and the US mathematics standards for grades K to 5 /El pensamiento algebraico temprano y los estándares matemáticos en la Educación Primaria (6–12 años) en Estados Unidos

Cited by 9 publications

References 41 publications

Mengeksplore aljabar awal di sekolah menengah: kombinasi analisis bibliometric dan meta analisis

Mengeksplore aljabar awal di sekolah menengah: kombinasi analisis bibliometric dan meta analisis

Functional Thinking: A Study with 10th-Grade Students

Developing a Framework for Evaluating Student's Understanding at Figural Pattern Generalization

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