id: 06439904
dt: a
an: 2015c.00589
au: Pittalis, Marios; Pitta-Pantazi, Demetra; Christou, Constantinos
ti: The predictive nature of algebraic arithmetic for young learners.
so: Liljedahl, Peter (ed.) et al., Proceedings of the 38th conference of the
International Group for the Psychology of Mathematics Education
“Mathematics education at the edge", PME 38 held jointly with the
36th conference of PME-NA, Vancouver, Canada, July 15‒20, 2014, Vol.
4. [s. l.]: International Group for the Psychology of Mathematics
Education (ISBN 978-0-86491-360-9/set; 978-0-86491-364-7/v.4). 433-440
(2014).
py: 2014
pu: [s. l.]: International Group for the Psychology of Mathematics Education
la: EN
cc: F32 H22
ut: numbers sense; algebraic arithmetic; conventional arithmetic
ci:
li:
ab: Summary: The present study revalidated a measurement model describing the
nature of early number sense. Number sense was shown to be composed of
elementary number sense, conventional arithmetic and algebraic
arithmetic. Algebraic arithmetic was conceptualized as synthesis of
number patterns, restrictions and functions. Two hundred and four 1st
grade students were individually tested on four different occasions.
Data analysis suggested that elementary number sense follows a
logarithmic growth, while conventional arithmetic and algebraic
arithmetic adopt a linear growth rate until the third measurement and
then they accelerate. Analysis showed that the growth of algebraic
arithmetic directly predicts students’ mathematics achievement in
second grade and the growth of conventional arithmetic and indirectly
the growth of elementary number sense.
rv: