id: 06597692
dt: j
an: 2016d.00317
au: Stephens, Ana; Blanton, Maria; Knuth, Eric; Isler, Isil; Gardiner, Angela
Murphy
ti: Just say yes to early algebra!
so: Teach. Child. Math. 22, No. 2, 92-101 (2015).
py: 2015
pu: National Council of Teachers of Mathematics (NCTM), Reston, VA
la: EN
cc: D32 H22 H32 F32
ut: early algebra; algebraic thinking; algebraic expressions
ci:
li: http://www.nctm.org/Publications/Teaching-Children-Mathematics/2015/Vol22/Issue2/Just-Say-Yes-to-Early-Algebra!/
ab: Summary: Mathematics educators have argued for some time that elementary
school students are capable of engaging in algebraic thinking and
should be provided with rich opportunities to do so. Recent initiatives
like the Common Core State Standards for Mathematics (CCSSM) have taken
up this call by reiterating the place of early algebra in children’s
mathematics education, beginning in kindergarten. Some might argue that
early algebra instruction represents a significant shift away from
arithmetic-focused content that has typically been taught in the
elementary grades. To that extent, it is fair to ask, “Does early
algebra matter?” That is, will teaching children to think
algebraically in the elementary grades have an impact on their algebra
understanding in ways that will potentially make them more
mathematically successful in middle school and beyond? In this article,
the authors share findings from a research project whose goal is to
study the impact of a comprehensive early algebra curricular experience
on elementary school students’ algebraic thinking within a range of
domains including generalized arithmetic, equivalence relations,
functional thinking, variables, and proportional reasoning. The focus
here is on the performance of third-grade students who participated in
an early algebra intervention on a written assessment administered
before and after instruction. The authors also discuss the strategies
these students used to solve particular tasks and provide examples of
the classroom activities and instructional strategies that they think
supported the growth they saw in students’ algebraic thinking. (ERIC)
rv: