id: 05710997
dt: j
an: 2010c.00145
au: Richardson, Kerri; Berenson, Sarah; Staley, Katrina
ti: Prospective elementary teachers use of representation to reason
algebraically.
so: J. Math. Behav. 28, No. 2-3, 188-199 (2009).
py: 2009
pu: Elsevier, New York, NY
la: EN
cc: C39 B50
ut: early algebra; algebraic thinking; algebraic reasoning; patterns; problem
solving; representations; preservice teacher education
ci:
li: doi:10.1016/j.jmathb.2009.08.002
ab: Summary: We used a teaching experiment to evaluate the preparation of
preservice teachers to teach early algebra concepts in the elementary
school with the goal of improving their ability to generalize and
justify algebraic rules when using pattern-finding tasks. Nearly all of
the elementary preservice teachers generalized explicit rules using
symbolic notation but had trouble with justifications early in the
experiment. The use of isomorphic tasks promoted their ability to
justify their generalizations and to understand the relationship of the
coefficient and y-intercept to the models constructed with pattern
blocks. Based on critical events in the teaching experiment, we
developed a scale to map changes in preservice teachersâ€™
understanding. Features of the tasks emerged that contributed to this
understanding.
rv: