Literaturnachweis - Detailanzeige
| Autor/inn/en | Blanton, Maria; Gardiner, Angela; Isler, Isil; Stephens, Ana C.; Knuth, Eric J. |
|---|---|
| Titel | A Longitudinal Study of Elementary Students' Use of Variable Notation to Represent Mathematical Generalizations |
| Quelle | (2016), (9 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Longitudinal Studies; Mathematics Instruction; Generalization; Quasiexperimental Design; Algebra; Thinking Skills; Comparative Analysis; Elementary School Students; Mathematics Tests; Test Items; Equations (Mathematics); Intervention; Pretests Posttests; Low Income; Teaching Methods; Instructional Effectiveness |
| Abstract | The study reported here uses a quasi-experimental design to compare the algebraic thinking of students after a 3-year, grades 3--5 early algebra intervention to students in more traditional (arithmetic-focused) classrooms. Data sources are students' responses to grades 3--5 written assessment items, designed by the project team to measure learning throughout the intervention, that focus on students' use of variables to represent generalizations across four situations: (1) algebraic expressions; (2) equations; (3) functional relationships; and (4) arithmetic generalizations. Results shows that intervention students performed significantly better than comparison students in both grades 3 and 4 post-tests. More interesting, however, is that intervention students were significantly more successful writing a function rule with variables than with words. (As Provided). |
| Anmerkungen | AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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