Abstract
Algebra is a focal point of reform efforts in mathematics education, with many mathematics educators advocating that algebraic reasoning should be integrated at all grade levels K-12. Recent research has begun to investigate algebra reform in the context of elementary school (grades K-5) mathematics, focusing in particular on the development of algebraic reasoning. Yet, to date, little research has focused on the development of algebraic reasoning in middle school (grades 6–8). This article focuses on middle school students’ understanding of two core algebraic ideas—equivalence and variable—and the relationship of their understanding to performance on problems that require use of these two ideas. The data suggest that students’ understanding of these core ideas influences their success in solving problems, the strategies they use in their solution processes, and the justifications they provide for their solutions. Implications for instruction and curricular design are discussed.
This research is supported in part by the National Science Foundation under grant No. REC-0115661. The opinions expressed herein are those of the authors and do not necessarily reflect the views of the National Science Foundation, the Department of Education, or the National Institute of Child Health and Human Development. This chapter is a reprint of an article published in ZDM—International Reviews on Mathematical Education, 37(1), 68–76. DOI 10.1007/BF0255899.
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Knuth, E.J., Alibali, M.W., McNeil, N.M., Weinberg, A., Stephens, A.C. (2011). Middle School Students’ Understanding of Core Algebraic Concepts: Equivalence & Variable. In: Cai, J., Knuth, E. (eds) Early Algebraization. Advances in Mathematics Education. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-17735-4_15
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