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Please use this identifier to cite or link to this item: http://hdl.handle.net/10481/4723

Title: Breaking the addition addiction: creating the conditions for knowing-to act in early algebra.
Authors: Molina, Marta
Ambrose, Rebecca
Castro, Encarnación
Castro, Enrique
Issue Date: 2009
Abstract: We use data from a teaching experiment with a group of eight years old students to explore the potential of examining number sentences to promote relational thinking. This type of thinking requires attention to mathematical structure through consideration of relationships between terms contained in the sentence and not just on computation and comparison of the numeric values of each side. We show that children came to “know-to act” in the context of written activities and orchestrated discussions about number sentences, overcoming some of their computational habits and developing new ways to see and more flexibly approach the sentences. The results help to advance the study of young students´ emergent algebraic modes of thinking.
Sponsorship: This study has been developed within a Spanish national project of Research, Development and Innovation, identified by the code SEJ2006-09056, financed by the Spanish Ministry of Sciences and Technology and FEDER funds.
Publisher: Rotterdam: Sense Publisher
Keywords: Knowing-to
Early-Algebra
Teaching experiment
Number sentences
Relational thinking
Structure
Relations
URI: http://hdl.handle.net/10481/4723
ISBN: 978-94-6091-6
Rights : Creative Commons Attribution-NonCommercial-NoDerivs 3.0 License
Citation: Molina, M., Ambrose, R., Castro E. y Castro, E. (2009). Breaking the addition addiction: creating the conditions for knowing-to act in early algebra. En: Lerman, S. & Davis, B. (Eds.). Mathematical Action & Structures Of Noticing: Studies inspired by John Mason. Rotterdam, The Netherlands: Sense Publisher, pp. 121-134
Appears in Collections:DDM - Capítulos de Libros

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