@misc{10481/94366,
year = {2024},
url = {https://hdl.handle.net/10481/94366},
abstract = {Within the context of the functional approach inherent in early algebra education, this paper reports
the structures recognized and the generalizations shown by second-grade students (aged 7–8 years).
Semi-structured interviews were conducted with 4 students selected from a cohort participating in a
previous classroom teaching experiment. These students were tasked with solving word problems
that required understanding of both the direct and inverse forms of linear functions. This paper
details the structures recognized by the students both when working with specific cases and when
attempting generalization. All students successfully identified the structures involved in both the
direct and inverse forms of the function. Differences in the generalized structures were observed
depending on the function and its form. A greater number of students was able to generalize
structures for the inverse form than for the direct form of the functions examined. This study is
presented as part of a broader research project at XXXX.},
organization = {EDU2016-75771-P and PID2020-113601
GB-I00, financed by the Spanish National Research Agency (AEI) and MCIN/ AEI},
keywords = {algebraic thinking},
keywords = {direct form of a function},
keywords = {function},
keywords = {functional thinking},
keywords = {generalization},
keywords = {inverse form of a function},
keywords = {structure},
title = {Structure recognition and generalization by second-graders in direct and inverse forms of a linear function},
doi = {https://doi.org/10.1080/10986065.2024.2324492},
author = {Torres González, María Dolores and Cañadas Santiago, María Consuelo and Moreno, Antonio},
}