id: 06439672
dt: a
an: 2015d.00674
au: Kaput, James J.; Carraher, David W.; Blanton, Maria L.
ti: A skepticâ€™s guide to algebra in the early grades.
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, xvii-xxi (2008).
py: 2008
pu: London: Routledge
la: EN
cc: H12 D32
ut: early education in algebra; algebraic thinking; primary education; abstract
reasoning; developmental readiness; developmental psychology; cognitive
development; arithmetic; algebraic activities; concept formation;
curriculum; syntactic rules of algebra; modes of representation;
generalization; mathematical activities; Vygotskian view
ci:
li:
ab: From the text: Some readers may wonder whether it is wise to introduce
advanced mathematical concepts and methods to young learners. They may
doubt whether young children are capable of learning algebra. They may
question whether the mathematics problems presented in the subsequent
chapters are truly about algebra. Some may consider it unrealistic to
expect teachers to fit algebra into an already bulging curriculum.
Here, we address several such doubts about early algebra. Hopefully,
this discussion helps the reader understand why the idea of introducing
algebra in the early grades often evokes strong feelings among
educators and parents. Indeed, the issues inherent to early algebra are
complex, and our understanding of these issues is evolving as we
explore in more detail what young children can do. We leave it to the
reader to weigh the evidence provided in this book regarding these
matters.
rv: