id: 02342759
dt: a
an: 2001f.05258
au: Schliemann, Analúcia D.; Carraher, David W.; Brizuela, Bárbara M.
ti: When tables become function tables.
so: van den Heuvel-Panhuizen, Marja, Proceedings of the 25th conference of the
International Group for the Psychology of Mathematics Education. Vol.
4. , (ISBN 90-74684-16-5). 145-152 (2001).
py: 2001
pu: ,
la: EN
cc: I22
ut:
ci:
li:
ab: This study explores third-grade students’ strategies for dealing with
function tables and linear functions as they participate in activities
aimed at bringing out the algebraic character of arithmetic. We found
that the students typically did not focus upon the invariant
relationship across columns when completing tables. We introduced
several changes in the table structure to encourage them to focus on
the functional relationship implicit in the tables. With a
guess-my-rule game and function-mapping notation we brought functions
explicitly into discussion. Under such conditions nine-year-old
students meaningfully used algebraic notation to describe functions.
(orig.)
rv: