Mostrar el registro sencillo del ítem

dc.contributor.authorMolina, Marta
dc.contributor.authorAmbrose, Rebecca
dc.date.accessioned2010-07-07T07:16:44Z
dc.date.available2010-07-07T07:16:44Z
dc.date.issued2008
dc.identifier.citationMolina, M. y Ambrose, R. (2008). From an operational to a relational conception of the equal sign. Thirds graders’ developing algebraic thinking. Focus on Learning Problems in Mathematics, 30(1), 61-80.en
dc.identifier.issn0272-8893
dc.identifier.urihttp://hdl.handle.net/10481/4721
dc.description.abstractWe describe a teaching experiment about third grade students´ understanding of the equal sign and their initial forays into analyzing expressions. We used true/false and open number sentences in forms unfamiliar to the students to cause students to reconsider their conceptions of the equal sign. Our results suggest a sequence of three stages in the evolution of students’ understanding of the equal sign with students progressing from a procedural/computational perspective to an analytic perspective. Our data show that as students deepened their conceptions about the equal sign they began to analyze expressions in ways that promoted algebraic thinking. We describe the essential elements of instruction that advanced this learning.en
dc.language.isoenen
dc.publisherResearch Council on Mathematics Learningen
dc.rightsCreative Commons Attribution-NonCommercial-NoDerivs 3.0 License
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/
dc.subjectAlgebraic thinkingen
dc.subjectAnalyzing expressionsen
dc.subjectArithmetic equationsen
dc.subjectEarly-Algebraen
dc.subjectEqual signen
dc.subjectNumber sentencesen
dc.subjectRelational thinkingen
dc.titleFrom an operational to a relational conception of the equal sign. Thirds graders’ developing algebraic thinking.en
dc.typeinfo:eu-repo/semantics/articleen


Ficheros en el ítem

[PDF]

Este ítem aparece en la(s) siguiente(s) colección(ones)

Mostrar el registro sencillo del ítem

Creative Commons Attribution-NonCommercial-NoDerivs 3.0 License
Excepto si se señala otra cosa, la licencia del ítem se describe como Creative Commons Attribution-NonCommercial-NoDerivs 3.0 License