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Communication Dans Un Congrès Année : 2019

Investigating early algebraic thinking abilities: a path model

Résumé

The introduction of algebra in the elementary school mathematics is expected to navigate students from concrete, arithmetical thinking to increasingly complex, abstract algebraic thinking required in secondary school mathematics and beyond. Yet, empirical studies exploring this idea are relatively scarce. Drawing on a sample of 684 students from grades 4, 5, 6, and 7, this study explored a path model which tested associations between students' abilities in solving different types of early algebraic tasks: generalized arithmetic, functional thinking, and modeling languages. Results emerging from latent path analysis showed that students were more successful in generalized arithmetic tasks and only when this was achieved they were able to solve functional thinking tasks; once these were achieved, they could proceed to solve modeling languages tasks. Qualitative analysis of students' solutions provided further insight into these findings.
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Dates et versions

hal-02415996 , version 1 (19-01-2020)

Identifiants

  • HAL Id : hal-02415996 , version 1

Citer

Maria Chimoni, Demetra Pitta-Pantazi, Constantinos Christou. Investigating early algebraic thinking abilities: a path model. Eleventh Congress of the European Society for Research in Mathematics Education, Utrecht University, Feb 2019, Utrecht, Netherlands. ⟨hal-02415996⟩

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