ERIC Number: EJ1232137
Record Type: Journal
Publication Date: 2019
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1029-8457
EISSN: N/A
Children's Capacity for Algebraic Thinking in the Early Grades
Afonso, Dominique; Mc Auliffe, Sharon
African Journal of Research in Mathematics, Science and Technology Education, v23 n2 p219-232 2019
Patterns pervade our everyday life and are natural and familiar to children. Exciting new research in the field of Early Algebra describes the development of young children's algebraic thinking through the meaningful study of patterns. This paper contributes to this research by reporting on a case study of two primary schools in South Africa and looking at the capacity of learners for algebraic thinking in the early grades. Data was gathered using Grade 3 learner tests and focus group interviews based on pattern tasks. The data analysis process examined learners' pattern matching and building explanations related to each data collection instrument using Blanton, Brizuela, Gardiner, Sawrey and Newman-Owens's (2015. A learning trajectory in 6-year-old's thinking about generalising functional relationships. Journal for Research in Mathematics Education, 46, 511-558) levels of sophistication in learner's thinking about functional relationships. The results of the study suggest that young learners have the potential to think algebraically when offered opportunities to do so, particularly in terms of recursive and functional thinking when solving pattern problems. Traditionally instructional practice emphasises lengthy exposure to recursive thinking as a first route to algebraic thinking: this recent research suggests that young children also have the capacity to engage in functional thinking. Thus, we may need to rethink our approach to algebraic thinking through the development of a pattern-based approach to algebra.
Descriptors: Foreign Countries, Algebra, Mathematical Logic, Young Children, Elementary School Students, Cognitive Processes, Thinking Skills, Mathematics Instruction, Elementary School Mathematics
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa (Cape Town)
Grant or Contract Numbers: N/A