Distinguishing between Schemes of Mathematical Equivalence: Joe's Transition to Anticipatory Quantitative Relational Equivalence [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (38th, Tucson, AZ, Nov 3-6, 2016).

Autor/in	Woodward, Jerry
Titel	Distinguishing between Schemes of Mathematical Equivalence: Joe's Transition to Anticipatory Quantitative Relational Equivalence [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (38th, Tucson, AZ, Nov 3-6, 2016).
Quelle	(2016), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Mathematics Instruction; Mathematical Logic; Mathematical Concepts; Multiplication; Concept Formation; Algebra; Problem Solving; Grade 8; Middle School Students + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Mathematical logics; Mathematische Logik; Multiplikation; Concept learning; Begriffsbildung; Problemlösen; School year 08; 8. Schuljahr; Schuljahr 08; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin
Abstract	This study examined how a child constructed a scheme (abbreviated QRE) for producing mathematical equivalence via operations on composite units between two multiplicative situations consisting of singletons and composite units. Within the context of a teaching experiment, the work of one child, Joe, was analyzed over the course of 14 teaching episodes. Joe made the conceptual advance from a Relational Equivalence Scheme (RE) and absence of a Quantitative Relational Equivalence Scheme (QRE), through the participatory stage, to an anticipatory stage of a QRE scheme. Joe's progression distinguished between creating equivalence with an RE via operations on singletons and a QRE--a conceptual root for fundamental algebraic concepts such as the distributive property, solving linear equations, and a relational understanding of the equal sign. [For the complete proceedings, see ED583608.] (As Provided).
Anmerkungen	North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01