Learning to Notice Algebraically: The Impact of Designed Instructional Material on Student Thinking [Konferenzbericht] Paper presented at the Annual Conference of the Mathematics Education Research Group of Australasia (MERGA) (45th, Newcastle, Australia, Jul 2-6, 2023).

Autor/inn/en	Wadham, Bridget; Pearce, Emily; Hunter, Jodie
Institution	Mathematics Education Research Group of Australasia (MERGA)
Titel	Learning to Notice Algebraically: The Impact of Designed Instructional Material on Student Thinking [Konferenzbericht] Paper presented at the Annual Conference of the Mathematics Education Research Group of Australasia (MERGA) (45th, Newcastle, Australia, Jul 2-6, 2023).
Quelle	(2023), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Algebra; Mathematics Instruction; Multiplication; Learning Processes; Instructional Design; Teaching Methods; Equations (Mathematics); Difficulty Level; Material Development; Learning Strategies; Generalization; Grade 7; Grade 8; Middle School Students; Low Income Students; Foreign Countries; New Zealand + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Multiplikation; Learning process; Lernprozess; Lesson concept; Lessonplan; Unterrichtsentwurf; Teaching method; Lehrmethode; Unterrichtsmethode; Equations; Mathematics; Gleichungslehre; Schwierigkeitsgrad; Lehrmaterialentwicklung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Ausland; Neuseeland
Abstract	In this paper, we explore how students' algebraic noticing's and explanations changed across a two-year period with the introduction of designed instructional material. The data in this report is drawn from n=53 Year 7-8 students' responses to a free-response assessment task across two different years. Analysis focused on how students noticed and explained algebraic relationships in pairs of equivalent equations. Findings indicate that with the introduction of designed instructional material, there was a shift in student noticing of number properties to identify equivalence between pairs of equations. However, identifying the distributive property of multiplication and developing generalisations about the algebraic relationships remained challenging for students. (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