ERIC Number: ED500917
Record Type: Non-Journal
Publication Date: 2003-Jul
Fourth Graders Solving Equations
Brizuela, Barbara M.; Schliemann, Analucia D.
International Group for the Psychology of Mathematics Education, Paper presented at the 27th International Group for the Psychology of Mathematics Education Conference Held Jointly with the 25th PME-NA Conference (Honolulu, HI, Jul 13-18, 2003), v2 p137-144
We explore how fourth grade (9 to 10 year olds) students can come to understand and use the syntactic rules of algebra on the basis of their understanding about how quantities are interrelated. Our classroom data comes from a longitudinal study with students who participated in weekly Early Algebra activities from grades 2 through 4. We describe the results of our work with the students during the second semester of their fourth grade academic year, during which equations became the focus of our instruction. (Contains 1 footnote and 4 figures.) [This paper is part of a larger longitudinal study sponsored by the National Science Foundation (Grant #9909591, awarded to D. Carraher and A.D. Schliemann).] [For complete proceedings, see ED500859.]
Descriptors: Syntax, Equations (Mathematics), Grade 4, Grade 3, Grade 2, Algebra, Problem Solving, Longitudinal Studies, Mathematics Instruction, Interviews
International Group for the Psychology of Mathematics Education. 35 Aandwind Street, Kirstenhof, Cape Town, 7945, South Africa. Tel: +27-21-715-3559; Fax: +27-88-021-715-3559; e-mail: firstname.lastname@example.org; Web site: http://igpme.org
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: Elementary Education; Grade 2; Grade 3; Grade 4
Sponsor: National Science Foundation, Arlington, VA.
Authoring Institution: N/A