id: 06454569
dt: j
an: 2015d.00704
au: Blanton, Maria; Stephens, Ana; Knuth, Eric; Gardiner, Angela Murphy; Isler,
Isil; Kim, Jee-Seon
ti: The development of children’s algebraic thinking: the impact of a
comprehensive early algebra intervention in third grade.
so: J. Res. Math. Educ. 46, No. 1, 39-87 (2015).
py: 2015
pu: National Council of Teachers of Mathematics (NCTM), Reston, VA
la: EN
cc: H32 H22 F32 D32 D42
ut: algebra; algebraic thinking; early algebra; intervention; child
development; teaching methods; educational practices; educational
strategies; student reaction; equations; symbols; mathematical
applications; arithmetic; elementary grades
ci:
li: http://www.nctm.org/Publications/journal-for-research-in-mathematics-education/2015/Vol46/Issue1/The-Development-of-Children_s-Algebraic-Thinking_-The-Impact-of-a-Comprehensive-Early-Algebra-Intervention-in-Third-Grade/
ab: Summary: This article reports results from a study investigating the impact
of a sustained, comprehensive early algebra intervention in third
grade. Participants included 106 students; 39 received the early
algebra intervention, and 67 received their district’s regularly
planned mathematics instruction. We share and discuss students’
responses to a written pre- and post-assessment that addressed their
understanding of several big ideas in the area of early algebra,
including mathematical equivalence and equations, generalizing
arithmetic, and functional thinking. We found that the intervention
group significantly outperformed the nonintervention group and was more
apt by posttest to use algebraic strategies to solve problems. Given
the multitude of studies among adolescents documenting students’
difficulties with algebra and the serious consequences of these
difficulties, an important contribution of this research is the finding
that ‒ provided the appropriate instruction ‒ children are capable
of engaging successfully with a broad and diverse set of big algebraic
ideas.
rv: