Focusing on informal strategies when linking arithmetic to early algebra |
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Authors: | Barbara A Van Amerom |
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Institution: | (1) Freudenthal Institute, Utrecht University, Aídadreef 12, 3561 GE Utrecht, The Netherlands |
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Abstract: | In early algebra students often struggle with equation solving. Modeled on Streefland's studies of students' own productions
a prototype pre-algebra learning strand was designed which takes students' informal (arithmetical) strategies as a starting
point for solving equations. In order to make available the skills and tools needed for manipulating equations, the students
are stimulated and guided to develop suitable algebraic language, notations and reasoning. One of the results of the study
is that reasoning and symbolizing appear to develop as independent capabilities. For instance,students in grades 6 and 7 can
solve equations at both a formal and an informal level, but formal symbolizing has been found to be a major obstacle.
This revised version was published online in August 2006 with corrections to the Cover Date. |
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Keywords: | arithmetic early algebra equations history of mathematics reasoning symbolizing |
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