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ERIC Number: EJ860363
Record Type: Journal
Publication Date: 2009
Pages: 12
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0732-3123
Prospective Elementary Teachers Use of Representation to Reason Algebraically
Richardson, Kerri; Berenson, Sarah; Staley, Katrina
Journal of Mathematical Behavior, v28 n2-3 p188-199 Jun-Sep 2009
We used a teaching experiment to evaluate the preparation of preservice teachers to teach early algebra concepts in the elementary school with the goal of improving their ability to generalize and justify algebraic rules when using pattern-finding tasks. Nearly all of the elementary preservice teachers generalized explicit rules using symbolic notation but had trouble with justifications early in the experiment. The use of isomorphic tasks promoted their ability to justify their generalizations and to understand the relationship of the coefficient and "y"-intercept to the models constructed with pattern blocks. Based on critical events in the teaching experiment, we developed a scale to map changes in preservice teachers' understanding. Features of the tasks emerged that contributed to this understanding. (Contains 1 table and 3 figures.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A