The Interplay between Students' Understandings of Proportional and Functional Relationships [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (39th, Indianapolis, IN, Oct 5-8, 2017).

Autor/inn/en	Stephens, Ana; Strachota, Susanne; Knuth, Eric; Blanton, Maria; Isler, Isil; Gardiner, Angela
Titel	The Interplay between Students' Understandings of Proportional and Functional Relationships [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (39th, Indianapolis, IN, Oct 5-8, 2017).
Quelle	(2017), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Algebra; Early Intervention; Grade 3; Grade 4; Grade 5; Elementary School Mathematics; Mathematical Logic; Mathematics Activities; Mathematics Achievement; Problem Solving; Pretests Posttests; Number Concepts; Mathematical Aptitude; Longitudinal Studies + Suchen Sie Ihr Suchwort? School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Elementare Mathematik; Schulmathematik; Mathematical logics; Mathematische Logik; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Problemlösen; Number concept; Zahlbegriff; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung
Abstract	This research explores the interplay between students' understandings of proportional and functional relationships. Approximately 90 students participated in an early algebra intervention in Grades 3- 5. Before the intervention and after each year of the intervention, we evaluated their understandings of proportional and functional relationships. Data revealed that among Grades 4 and 5 students who identified a correct function rule, a higher percentage were unsuccessful solving a proportional reasoning problem than those who were not able to identify a correct function rule. Namely, the data suggest that students' development of functional thinking may interfere with their development of understanding proportional relationships. [For complete proceedings, see ED581294.] (As Provided).
Anmerkungen	North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01