id: 06388959
dt: j
an: 2015a.00269
au: Hunter, Jodie
ti: Developing learning environments which support early algebraic reasoning: a
case from a New Zealand primary classroom.
so: Math. Educ. Res. J. 26, No. 4, 659-682 (2014).
py: 2014
pu: Springer Netherlands, Dordrecht; Mathematics Education Research Group of
Australasia (MERGA), Wahroonga, New South Wales, Australia
la: EN
cc: C72 H22 H32
ut: primary education; early algebra; classroom communication
ci:
li: doi:10.1007/s13394-013-0093-4
ab: Summary: Current reforms in mathematics education advocate the development
of mathematical learning communities in which students have
opportunities to engage in mathematical discourse and classroom
practices which underlie algebraic reasoning. This article specifically
addresses the pedagogical actions teachers take which structure student
engagement in dialogical discourse and activity which facilitates early
algebraic reasoning. Using videotaped recordings of classroom
observations, the teacher and researcher collaboratively examined the
classroom practices and modified the participatory practices to develop
a learning environment which supported early algebraic reasoning.
Facilitating change in the classroom environment was a lengthy process
which required consistent and ongoing attention initially to the social
norms and then to the socio-mathematical norms. Specific pedagogical
actions such as the use of specifically designed tasks, materials and
representations and a constant press for justification and
generalisation were required to support students to link their
numerical understandings to algebraic reasoning.
rv: