Mathematics education research on algebra over the last two decades: quo vadis?

Veith, Joaquin Marc; Beste, Meeri-Liisa; Kindervater, Marco; Krause, Michel; Straulino, Michael; Greinert, Franziska; Bitzenbauer, Philipp

doi:10.3389/feduc.2023.1211920

Cited by 3 publications

(1 citation statement)

References 127 publications

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“…Accordingly, students are enjoined to scrutinize the interplay between quantities and articulate their regularities (Tuominen, 2018;Panorkou, 2020). In a more specific context, this investigation underscores the primacy of early algebra, wherein the concept of a mathematical function assumes a central position (Carraher et al, 2008;Thomas & Tall, 1988) Furthermore, over the past decade, there has been a noticeable absence of scholarly discussions regarding the bibliometric analysis of early algebra in middle-school settings (Veith et al, 2023). Bibliometrics, a statistical method used to assess and quantify the proliferation of publications within specific research domains (Fellnhofer, 2019;Khodabandelou et al, 2019;Maggio et al, 2022;Maharana & Sethi, 2013;Roy & Basak, 2013), has recently gained increased favor due to its ability to mitigate subjectivity and associated biases (Jiang et al, 2019).…”

Section: Introductionmentioning

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: Introductionmentioning

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

Enhancing the acquisition of basic algebraic principles using algebra tiles

Núñez-López,

Molina-García,

González-Fernández

et al. 2024

EURASIA J Math Sci Tech Ed

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Introducing initial algebraic principles poses a significant challenge, often compounded by the inherent abstract nature of algebra. This article introduces an innovative pedagogical approach that promotes the use of algebra tiles, a didactic manipulative material formed by a collection of geometric pieces symbolizing distinct algebraic monomials. Additionally, this article includes the findings of a quasi-experimental study that applied this inventive teaching method. This research was carried out across two separate classes of 15 students (10 boys and five girls) of first year of compulsory secondary education. One group of students adhered to the conventional teaching approach (the control group), while the other class embraced the proposed methodology using algebra tiles (the experimental group). The disparities in algebraic proficiency observed between these two student groups, as assessed through various examinations conducted during the intervention were statistically significant, with the experimental group consistently achieving superior results. Moreover, mathematical and algebraic errors of students were assessed using eight distinct indicators. In all cases, the experimental group demonstrated lower error percentages, and these errors showed a marked decrease as the intervention progressed. In summary, this innovative methodology markedly enhanced students’ comprehension of algebra, their knowledge, and their motivation while significantly reducing mathematical errors.

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The Developmental Progression of Early Algebraic Thinking of Elementary School Students

Sun,

2023

J. Intell.

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Developing algebraic thinking in elementary school has gained consensus among mathematics educators. The objective of this study is to understand the developmental trajectory of early algebraic thinking in elementary school students so as to assist teachers and curriculum developers in implementing instruction that aligns with students’ cognitive development. This study adopted a cross-sectional survey approach, involving 526 students from grades three to five in Shanghai, who were tested using a 12-item assessment that measured three aspects: “generalized arithmetic”, “functional thinking”, and “quantitative reasoning”. Latent class analysis was used to analyze students’ response strategies, and, in conjunction with individual interviews, this study identified potential developmental pathways in students’ early algebraic thinking, progressing from “arithmetic thinking” to “concrete algebraic thinking”, “generalized algebraic thinking”, and finally to “symbolic algebraic thinking”. As thinking levels advanced, significant differences in students’ response strategies emerged, with notable improvements in “generalization abilities” and “symbolization abilities”. This study suggests that educational practices should encompass content in elementary arithmetic curricula that fosters generalization abilities. Additionally, providing students with opportunities for diverse representations can effectively stimulate the development of early algebraic thinking.

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Mathematics education research on algebra over the last two decades: quo vadis?

Cited by 3 publications

References 127 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

Enhancing the acquisition of basic algebraic principles using algebra tiles

The Developmental Progression of Early Algebraic Thinking of Elementary School Students

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