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Developing Students’ Algebraic Thinking in Earlier Grades: Lessons from China and Singapore

  • Jinfa Cai
  • Swee Fong Ng
  • John C. Moyer
Part of the Advances in Mathematics Education book series (AME)

Abstract

In this chapter, we discuss how algebraic concepts and representations are developed and introduced in the Chinese and Singaporean elementary curricula. We particularly focus on the lessons to be learned from the Chinese and Singaporean practice of fostering Early algebra learning, such as the one- problem-multiple-solutions approach in China and pictorial equations approach in Singapore. Using the lessons learned from Chinese and Singaporean curricula, we discuss four issues related to the development of algebraic thinking in earlier grades: (1) To what extent should we expect students in early grades to think algebraically? (2) What level of formalism should we expect of students in the early grades? (3) How can we help students make a smooth transition from arithmetic to algebraic thinking? and (4) Are authentic applications necessary for students in early grades?

Keywords

Word Problem Chinese Student Algebraic Approach Early Grade Algebraic Thinking 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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Copyright information

© Springer-Verlag Berlin Heidelberg 2011

Authors and Affiliations

  1. 1.Department of Mathematical SciencesUniversity of DelawareNewarkUSA
  2. 2.National Institute of EducationNanyang Technological UniversitySingaporeSingapore
  3. 3.Department of Mathematics, Statistics and Computer ScienceMarquette UniversityMilwaukeeUSA

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