id: 02368458
dt: j
an: 2006c.01838
au: Carraher, David W.; Schliemann, Analúcia D.; Brizuela, Bárbara M.;
Earnest, Darrell
ti: Arithmetic and algebra in early mathematics education.
so: J. Res. Math. Educ. 37, No. 2, 87-115 (2006).
py: 2006
pu: National Council of Teachers of Mathematics (NCTM), Reston, VA
la: EN
cc: H22 H32 C32
ut: algebrafied arithmetic; elementary algebra; arithmetic; cognitive
development; children’s strategies; number line; develpopmental
readiness; functions; primary education; empirical investigations;
research
ci:
li: doi:10.2307/30034843
ab: Algebra instruction has traditionally been postponed until adolescence
because of historical reasons (algebra emerged relatively recently),
assumptions about psychological development (’developmental
constraints’ and ’developmental readiness’), and data documenting
the difficulties that adolescents have with algebra. Here we provide
evidence that young students, aged 9-10 years, can make use of
algebraic ideas and representations typically absent from the early
mathematics curriculum and thought to be beyond students’ reach. The
data come from a 30-month longitudinal classroom study of four
classrooms in a public school in Massachusetts, with students between
grades 2-4. The data help clarify the conditions under which young
students can integrate algebraic concepts and representations into
their thinking. It is hoped that the present findings, along with those
emerging from other research groups, will provide a research basis for
integrating algebra into early mathematics education. (Authors’
abstract)
rv: