"It Has the Same Numbers, Just in a Different Order": Middle School Students Noticing Algebraic Structures within Equivalent Equations [Konferenzbericht] Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (44th, Launceston, Tasmania, Australia, Jul 3-7, 2022).

Autor/inn/en	Hunter, Jodie; Miller, Jodie; Bowmar, Alex; Jones, Ian
Institution	Mathematics Education Research Group of Australasia (MERGA)
Titel	"It Has the Same Numbers, Just in a Different Order": Middle School Students Noticing Algebraic Structures within Equivalent Equations [Konferenzbericht] Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (44th, Launceston, Tasmania, Australia, Jul 3-7, 2022).
Quelle	(2022), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Middle School Students; Mathematics Instruction; Mathematics Skills; Thinking Skills; Number Systems; Task Analysis; Student Evaluation; Algebra; Foreign Countries; Mathematics Curriculum; Learning Processes; New Zealand + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Mathematics lessons; Mathematikunterricht; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Denkfähigkeit; Number system; Zahlensystem; Aufgabenanalyse; Schulnote; Studentische Bewertung; Ausland; Learning process; Lernprozess; Neuseeland
Abstract	In this paper, we explore student solutions to a free response mathematical assessment task which had opportunities for students to notice structural properties in the context of number systems. In total, 308 students aged between 10 years to 13 years participated in the study. Their responses were analysed to determine whether they noticed algebraic structures in a task using equivalent equations. Findings indicate that students were able to recognise equation pairs that drew on both the associative and distributive properties. A limited number of students were able to notice the general structure and draw on number properties to support their claims, moving beyond using algorithmic thinking. (As Provided).
Anmerkungen	Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01