id: 06439682
dt: a
an: 2015d.00680
au: Carraher, David W.; Schliemann, Analúcia D.; Schwartz, Judah L.
ti: Early algebra is not the same as algebra early.
so: Kaput, James J. (ed.) et al., Algebra in the early grades. London:
Routledge (ISBN 978-0-8058-5472-5/hbk; 978-0-8058-5473-2/pbk). Studies
in Mathematical Thinking and Learning Series, 235-272 (2008).
py: 2008
pu: London: Routledge
la: EN
cc: H12 I22 C32 E42
ut: early education in algebra; algebraic reasoning; primary education;
learning; rich problem contexts; word problems; arithmetic; quantities;
evolution of children’s representations; representational systems;
modes of representation; generalization; research; variables;
equations; functional interpretation; functions; symbolic notation;
candy boxes problem; wallet problem
ci:
li:
ab: From the text: In Chapter 10, the authors describe how “early algebra is
not the same as algebra early" with respect to: the role of background
contexts and quantities, how notation is introduced, and its
connectedness to existing topics in the early mathematics curriculum.
They argue that algebra requires a shift in focus from the individual
case to sets of cases ‒ a kind of generalization for which the
concept of function will play a key role. They find that young students
can make remarkable progress in this shift when topics of early grades
mathematics are reframed in this way.
rv: