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ERIC Number: EJ902171
Record Type: Journal
Publication Date: 2010-Oct
Pages: 8
Abstractor: ERIC
Reference Count: 11
ISBN: N/A
ISSN: ISSN-1073-5836
Connecting Arithmetic to Algebra
Darley, Joy W.; Leapard, Barbara B.
Teaching Children Mathematics, v17 n3 p184-191 Oct 2010
Algebraic thinking is a top priority in mathematics classrooms today. Because elementary school teachers lay the groundwork to develop students' capacity to think algebraically, it is crucial for teachers to have a conceptual understanding of the connections between arithmetic and algebra and be confident in communicating these connections. Many preservice teachers, however, do not possess a thorough conceptual knowledge of algebra. Although they all have been exposed to basic arithmetic, their skills with and knowledge about arithmetic do not always transfer to the related content in algebra. Performance assessments can provide the structure necessary for assisting these preservice teachers in firmly establishing the arithmetic-to-algebra connection. Using three necessary components of effective learning--communication, connections, and contexts--and division as a model, the authors showcase the benefits of performance assessments in establishing these connections and therefore building a firm foundation for learning algebra. (Contains 1 table and 7 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: Journal Articles; Reports - Descriptive
Education Level: Elementary Education; Higher Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A