Fostering Understanding of Variable with Patterns

Autor/inn/en	Store, Jessie C.; Richardson, Kerri D.; Carter, Tyrette S.
Titel	Fostering Understanding of Variable with Patterns
Quelle	In: Teaching Children Mathematics, 22 (2016) 7, S.420-427 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1073-5836
Schlagwörter	Elementary School Mathematics; Elementary School Teachers; Mathematics Instruction; Interviews; Observation; Algebra; Mathematical Logic; After School Programs; Mathematical Concepts; Misconceptions; Concept Formation; Grade 3; Grade 4; Grade 5 + Suchen Sie Ihr Suchwort? Elementare Mathematik; Schulmathematik; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Interviewing; Interviewtechnik; Beobachtung; Mathematical logics; Mathematische Logik; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Missverständnis; Concept learning; Begriffsbildung; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05
Abstract	Based on a study with six elementary school teachers and 115 students in grades 3, 4, and 5, this article discusses ways that teachers might support an understanding of variable as students explore pattern-finding activities. The practices emerged from interviews with teachers and a yearlong observation of teaching algebraic thinking during an afterschool program at six elementary schools. The task discussed here can be accessible to elementary school students. It supports understanding of different facets of a variable, thereby avoiding misconceptions that students usually have in later grades and allowing flexible understanding that is a core for algebraic thinking (Ursini and Trigueros 2001). (ERIC).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail: NCTM@nctm.org; Web site: http://www.nctm.org/publications/teaching-children-mathematics/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01