Abstract
This chapter reports two studies that examined the early algebraic thinking of Korean students. Firstly, it deals with students’ understanding of the equal sign , expressions , and equations as they progress through elementary school. Secondly, it investigates how third graders respond to diverse assessment items related to early algebraic thinking . The overall results show high percentages of correct answers. Whereas a majority of students showed a tendency to use computation, a detailed analysis of strategies used by students indicated some were capable of employing a structural approach. This chapter closes with discussions of the development of early algebraic thinking through the mathematics curriculum and the relationship between computational proficiency and algebraic thinking.
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An ANOVA test tells you whether you have an overall difference between your groups, but it does not tell you which specific groups differed—post hoc tests do.
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Pang, J., Kim, J. (2018). Characteristics of Korean Students’ Early Algebraic Thinking: A Generalized Arithmetic Perspective. In: Kieran, C. (eds) Teaching and Learning Algebraic Thinking with 5- to 12-Year-Olds. ICME-13 Monographs. Springer, Cham. https://doi.org/10.1007/978-3-319-68351-5_6
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