Prealgebra Students' Knowledge of Algebraic Tasks with Arithmetic Expressions.

Autor/inn/en	Chaiklin, Seth; Lesgold, Sharon B.
Institution	Pittsburgh Univ., PA. Learning Research and Development Center.
Titel	Prealgebra Students' Knowledge of Algebraic Tasks with Arithmetic Expressions.
Quelle	(1984), (94 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Algebra; Arithmetic; Cognitive Processes; Educational Research; Elementary Education; Elementary School Mathematics; Error Patterns; Grade 6; Grade 8; Interviews; Mathematics Curriculum; Mathematics Instruction; Middle Schools; Patterns in Mathematics; Transformations (Mathematics) + Suchen Sie Ihr Suchwort? Addition; Arithmetik; Arithmetikunterricht; Rechnen; Cognitive process; Kognitiver Prozess; Bildungsforschung; Pädagogische Forschung; Elementarunterricht; Elementare Mathematik; Schulmathematik; Fehlertyp; School year 06; 6. Schuljahr; Schuljahr 06; School year 08; 8. Schuljahr; Schuljahr 08; Interviewing; Interviewtechnik; Mathematics lessons; Mathematikunterricht; Middle school; Mittelschule; Mittelstufenschule; Mathematische Struktur; Transformationstheorie
Abstract	Knowledge about the structure of arithmetic expressions enables people to reason effectively about such expressions, including an ability to judge equivalence under transformations. This paper reports an empirical study of six middle-school children who judged the equivalence of three sets of three-term arithmetic expressions with an addition and a subtraction operator. Analyses of thinking-aloud protocols on this task reveal that the students (a) use several different methods to parse and judge the equivalence of such expressions, (b) sometimes use a different parsing or judging method with the same expression, depending on which expression it is compared against, and (c) are able to work with different conceptual interpretations of expressions. Additional results are provided about specific errors that were made and trends in the students' application of these methods. The results are discussed briefly along with three comments on their educational implications. (Author)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC