Key Shifts in Students' Capacity to Generalise: A Fundamental Aspect of Algebraic Reasoning. Key Shifts in Thinking in the Development of Mathematical Reasoning. [Symposium] [Konferenzbericht] Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (44th, Launceston, Tasmania, Australia, Jul 3-7, 2022).

Autor/inn/en	Stephens, Max; Day, Lorraine; Horne, Marj
Institution	Mathematics Education Research Group of Australasia (MERGA)
Titel	Key Shifts in Students' Capacity to Generalise: A Fundamental Aspect of Algebraic Reasoning. Key Shifts in Thinking in the Development of Mathematical Reasoning. [Symposium] [Konferenzbericht] Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (44th, Launceston, Tasmania, Australia, Jul 3-7, 2022).
Quelle	(2022), (5 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Algebra; Mathematics Skills; Mathematics Instruction; Generalization; Thinking Skills; Task Analysis; Learning Processes; Mathematical Concepts; Evidence Based Practice; Teaching Methods; Item Analysis; Scoring Rubrics; Classification + Suchen Sie Ihr Suchwort? Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Mathematics lessons; Mathematikunterricht; Denkfähigkeit; Aufgabenanalyse; Learning process; Lernprozess; Teaching method; Lehrmethode; Unterrichtsmethode; Itemanalyse; Scoring formulas; Auswertungsbogen; Classification system; Klassifikation; Klassifikationssystem
Abstract	This paper will elaborate five levels of algebraic generalisation based on an analysis of students' responses to Reframing Mathematical Futures II (RMFII) tasks designed to assess algebraic reasoning. The five levels of algebraic generalisation will be elaborated and illustrated using selected tasks from the RMFII study. The five levels will be matched against the eight zones identified in the RMFII study supported by its Rasch analysis. We identify two shifts where students' capacity to generalise appear difficult to navigate. The first being where students move from noticing and describing regularities to formalising these regularities into verbal or symbolic expressions. The second is where students use their understanding of equivalence based on relational thinking to write and recognise equivalent algebraic expressions. (As Provided).
Anmerkungen	Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01