Structures identified by second graders in a teaching experiment in a functional approach to early algebra
Abstract
We describe structures and generalisation in four second graders (7- to 8-year-old) at the beginning and end of a classroom teaching experiment involving an early algebra-related functional context. No significant differences were found in their ability to identify structures and generalise at the beginning and at the end of the teaching experiment. All the identified structures in the questions involving specific cases and all the students generalised when they were explicitly prompted.
Origin | Files produced by the author(s) |
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