Generating Linear Equations Based on Quantitative Reasoning

Autor/in	Lee, Mi Yeon
Titel	Generating Linear Equations Based on Quantitative Reasoning
Quelle	In: Mathematics Teaching in the Middle School, 23 (2017) 2, S.112-116 (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1072-0839
Schlagwörter	Equations (Mathematics); Mathematics Instruction; Problem Solving; Mathematical Logic; Thinking Skills; Algebra; Word Problems (Mathematics); Grade 7; Grade 8; Grade 10; Fractions; Middle School Students; Middle School Teachers; Common Core State Standards + Suchen Sie Ihr Suchwort? Equations; Mathematics; Gleichungslehre; Mathematics lessons; Mathematikunterricht; Problemlösen; Mathematical logics; Mathematische Logik; Denkfähigkeit; Textaufgabe; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Bruchrechnung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Common core curriculum; Curriculum; Kerncurriculum
Abstract	The Common Core's Standards for Mathematical Practice encourage teachers to develop their students' ability to reason abstractly and quantitatively by helping students make sense of quantities and their relationships within problem situations. The seventh-grade content standards include objectives pertaining to developing linear equations in mathematical word problems. However, research has shown that generating linear equations to represent relationships in word problems is difficult for algebra students, especially when the word problems involve fractional relationships. The ideas shared in this article are derived from a problem-solving study with twelve students (four seventh graders, seven eighth graders, and one tenth grader) (Hackenberg and Lee 2015; Lee and Hackenberg 2014). During work on the Theo-Sam CD Stack Height problem, students were asked to generate equations to represent the relationship between two quantities. The study focused on investigating snapshots of students' fractional and algebraic thinking through task-based interviews. As researchers probed students' algebraic reasoning, they found that when students were encouraged to draw a picture and connect it to numerical examples, they were able to generate correct linear equations based on the understanding of the relationship between two unknown quantities. This article shares pedagogical strategies and prompts for teachers to consider when helping students develop linear equations based on quantitative reasoning. (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/mathematics-teaching-in-the-middle-school/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01