
05881891
a
2011d.00641
Knuth, Eric J.
Alibali, Martha W.
Mcneil, Nicole M.
Weinberg, Aaron
Stephens, Ana C.
Middle school students' understanding of core algebraic concepts: equivalence \& variable.
Cai, Jinfa (ed.) et al., Early algebraization. A global dialogue from multiple perspectives. Berlin: Springer (ISBN 9783642177347/hbk; 9783642177354/ebook). Advances in Mathematics Education, 259276 (2011).
2011
Berlin: Springer
EN
H23
C33
D23
elementary algebra
concept formation
understanding
variables
equivalence
eduational research
lower secondary
ME 2009b.00392
doi:10.1007/9783642177354_15
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 K12. Recent research has begun to investigate algebra reform in the context of elementary school (grades K5) 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 68). This article focuses on middle school students' understanding of two core algebraic ideasequivalence and variableand the relationship of their understanding to performance on problems that require use of these two ideas. The data suggest that students' 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 ZDMInternational Reviews on Mathematical Education, 37(2005)1), p. 6876, ME 2009b.00392].