Fourth-graders’ justifications in early algebra tasks involving a functional relationship
Tipo de documento
Autores
Lista de autores
Ayala-Altamirano, Cristina y Molina, Marta
Resumen
In the context of early algebra research and as part of a classroom teaching experiment (CTE), we investigated fourth grade (9- to 10-year-old) students’ justifications of how they performed tasks involving the functional relationship y = 2x. We related their written justifications (part of the task) to the task characteristics, which included various semiotic systems (verbal, numerical and alphanumeric, among others) and the demand of different type of justifications. The role of classroom discussion in helping express the functional relationship orally in more sophisticated terms was also investigated. The findings showed that students’ written justifications changed with the semiotic system involved in the task. Oral discussion helped students generalize in more sophisticated terms than in their written justifications, in which they omitted information or used less precise language.
Fecha
2021
Tipo de fecha
Estado publicación
Términos clave
Álgebra | Generalización | Procesos de justificación | Semiótica
Enfoque
Nivel educativo
Idioma
Revisado por pares
Formato del archivo
Referencias
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Dirección de correo electrónico de contacto
cristina.ayala@uma.es
Financiadores
Comisión nacional de ciencia y tecnología de Chile (CONICYT) | European Regional Development Fund (ERDF) | State Research Agency (SRA) from Spain