Molina, Marta; Ambrose, Rebecca (2006). Fostering relational thinking while negotiating the meaning of the equal sign. Teaching Children Mathematics, 13(2), pp. 111-117 .
| PDF - Versión Publicada Disponible bajo la licencia Creative Commons No Comercial Sin Derivar. 317Kb |
Resumen
In this article, we relate an experience in which we have used number sentences to begin to develop algebraic thinking. Working with third-graders during six sessions, we set out to explore the following questions: How do students’ conceptions of the equal sign evolve when considering and discussing varied True/False number sentences? Do students develop relational thinking while we negotiate the meaning of the equal sign? Do students retain the new interpretation of the equal sign over time? We successfully helped the students to broaden their conceptions through the different tasks but were only partially successful at initiating relational thinking. The particularities of both developments are here described.
Tipo de Registro: | Artículo |
---|---|
Términos clave: | 06. Aprendizaje > Procesos cognitivos > Pensamiento matemático 13. Matemáticas escolares > Números > Relaciones numéricas 10. Otras nociones de Educación Matemática > Sistemas de representación > Simbólico 13. Matemáticas escolares > Álgebra |
Nivel Educativo: | Educación Primaria (7-12 años) |
Código ID: | 1578 |
Depositado Por: | Marta Molina |
Depositado En: | 01 Abr 2011 01:30 |
Fecha de Modificación Más Reciente: | 01 Abr 2011 01:30 |
Valoración: |
Personal del repositorio solamente: página de control del documento