id: 05881891
dt: a
an: 2011d.00641
au: Knuth, Eric J.; Alibali, Martha W.; Mcneil, Nicole M.; Weinberg, Aaron;
Stephens, Ana C.
ti: Middle school studentsâ€™ understanding of core algebraic concepts:
equivalence \& variable.
so: Cai, Jinfa (ed.) et al., Early algebraization. A global dialogue from
multiple perspectives. Berlin: Springer (ISBN 978-3-642-17734-7/hbk;
978-3-642-17735-4/ebook). Advances in Mathematics Education, 259-276
(2011).
py: 2011
pu: Berlin: Springer
la: EN
cc: H23 C33 D23
ut: elementary algebra; concept formation; understanding; variables;
equivalence; eduational research; lower secondary
ci: ME 2009b.00392
li: doi:10.1007/978-3-642-17735-4_15
ab: Summary: Algebra is a focal point of reform efforts in mathematics
education, with many mathematics educators advocating that algebraic
reasoning should be integrated at all grade levels K-12. Recent
research has begun to investigate algebra reform in the context of
elementary school (grades K-5) mathematics, focusing in particular on
the development of algebraic reasoning. Yet, to date, little research
has focused on the development of algebraic reasoning in middle school
(grades 6-8). This article focuses on middle school studentsâ€™
understanding of two core algebraic ideas-equivalence and variable-and
the relationship of their understanding to performance on problems that
require use of these two ideas. The data suggest that studentsâ€™
understanding of these core ideas influences their success in solving
problems, the strategies they use in their solution processes, and the
justifications they provide for their solutions. Implications for
instruction and curricular design are discussed. [This chapter is a
reprint of an article published in ZDM-International Reviews on
Mathematical Education, 37(2005)1), p. 68-76, ME 2009b.00392].
rv: