id: 06087486
dt: j
an: 2012e.00645
au: Banerjee, Rakhi; Subramaniam, K.
ti: Evolution of a teaching approach for beginning algebra.
so: Educ. Stud. Math. 80, No. 3, 351-367 (2012).
py: 2012
pu: Springer Netherlands, Dordrecht
la: EN
cc: H23 E43 D43 D33
ut: arithmetic; algebra; structure; teaching approach; term; equality;
expressions
ci:
li: doi:10.1007/s10649-011-9353-y
ab: Summary: The article reports aspects of the evolution of a teaching
approach over repeated trials for beginning symbolic algebra. The
teaching approach emphasized the structural similarity between
arithmetic and algebraic expressions and aimed at supporting students
in making a transition from arithmetic to beginning algebra. The study
was conducted with grade six students over two years. Thirty-one
students were followed for a year, and data were analysed as they
participated in the three trials conducted that year. Analysis of
studentsâ€™ written and interview responses as the approach evolved
revealed the potential of the approach in creating meaning for symbolic
transformations in the context of both arithmetic and algebra as well
as making connections between arithmetic and symbolic algebra. Students
by the end of the trials learnt to use their understanding of both
procedures and a sense of structure of expressions to evaluate/simplify
expressions and reason about equality/equivalence of expressions both
in the arithmetic and the algebraic contexts.
rv: