id: 06297508
dt: a
an: 2014c.00699
au: Schliemann, Analúcia D.; Carraher, David W.; Goodrow, Anne; Caddle, Mary
C.; Porter, Megan
ti: Equations in elementary school.
so: Lindmeier, Anke M. (ed.) et al., Proceedings of the 37th conference of the
International Group for the Psychology of Mathematics Education
“Mathematics learning across the life span", PME 37, Kiel, Germany,
July 28‒August 2, 2013. Vol. 4. Kiel: IPN‒Leibniz Institute for
Science and Mathematics Education at the University of Kiel (ISBN
978-3-89088-290-1). 161-168 (2013).
py: 2013
pu: Kiel: IPN‒Leibniz Institute for Science and Mathematics Education at the
University of Kiel
la: EN
cc: H32 H33 F92 F93
ut: equations; algebra; algebraic notion; solving equations; functional
approach; word problems
ci:
li:
ab: Summary: Although it is generally recognized that algebra has a role to
play in the early mathematics curriculum, the issue of whether
elementary school children are developmentally ready to use algebraic
notation and to understand the syntactical rules of using algebra for
solving equations is still a matter of debate. We examine, at the end
of a third- to fifth-grade (8 to 11 years) intervention using a
functional approach to algebra, how students try to solve word problems
they represent as equations containing the same single variable on each
side of the equals sign.
rv: