NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ792401
Record Type: Journal
Publication Date: 2008-May
Pages: 5
Abstractor: ERIC
Reference Count: 8
ISBN: N/A
ISSN: ISSN-1073-5836
Instructional Strategies for Teaching Algebra in Elementary School: Findings from a Research-Practice Collaboration
Earnest, Darrell; Balti, Aadina A.
Teaching Children Mathematics, v14 n9 p518-522 May 2008
Incorporating algebra into the elementary grades has become a focus for teachers, principals, and administrators across the country. The Dinner Tables problem described in this article is a lesson commonly used in elementary grades for its algebraic potential. Instructional strategies for supporting algebra instruction use an example from a third-grade class working on the Dinner Tables problem. The goal was to engage students in recognizing, extending, and predicting the use of mathematical patterns. Three instructional strategies are employed in this task: (1) using unexecuted number expressions; (2) using large numbers; and (3) using representational context. (Contains 4 figures.)
National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191-1502. Tel: 800-235-7566; Tel: 703-620-3702; Fax: 703-476-2970; e-mail: orders@nctm.org; Web site: http://www.nctm.org/publications/
Publication Type: Guides - Classroom - Teacher; Journal Articles; Reports - Descriptive
Education Level: Elementary Education; Grade 3
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A