Middle School Students’ Understanding of Core Algebraic Concepts: Equivalence & Variable
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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.
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- Middle School Students’ Understanding of Core Algebraic Concepts: Equivalence & Variable
- Book Title
- Early Algebraization
- Book Subtitle
- A Global Dialogue from Multiple Perspectives
- pp 259-276
- Print ISBN
- Online ISBN
- Series Title
- Advances in Mathematics Education
- Series ISSN
- Springer Berlin Heidelberg
- Copyright Holder
- Springer-Verlag Berlin Heidelberg
- Additional Links
- eBook Packages
- Editor Affiliations
- ID1. Dept. Mathematical Sciences, University of Delaware
- ID2. University of Wisconsin-Madison
- Author Affiliations
- 1. Department of Curriculum & Instruction, University of Wisconsin-Madison, Madison, USA
- 2. Department of Psychology, University of Wisconsin-Madison, Madison, USA
- 3. Department of Psychology, University of Notre Dame, Notre Dame, USA
- 4. Department of Mathematics, Ithaca College, Ithaca, USA
- 5. Wisconsin Center for Education Research, University of Wisconsin-Madison, Madison, USA
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