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Asghari, AH and Khosroshahi, LG (2016) Making Associativity Operational. International Journal of Science and Mathematics Education, 15 (8). pp. 1559-1577. ISSN 1571-0068
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Abstract
The purpose of this paper is to propose an operational idea for developing algebraic thinking in the absence of alphanumeric symbols. The paper reports on a design experiment encouraging preschool children to use the associative property algebraically. We describe the theoretical basis of the design, the tasks used, and examples of algebraic thinking in 5–6-year-old children. Theoretically, the paper makes a critical distinction between operational and structural meanings of the notion of equality. We argue that mathematical thinking involving equality among young learners can comprise both an operational and a structural conception and that the operational conception has a side that is productively linked to the structural conception. Using carefully designed hands-on tasks, the crux of the paper is the realization of algebraic thinking (in verbal mathematics) as operationally experienced in the ability to transform one number structure, with a quantity that is subject to change, into another through equality-preserving transformations.
| Item Type: | Article |
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| Uncontrolled Keywords: | 1302 Curriculum And Pedagogy |
| Subjects: | L Education > L Education (General) L Education > LB Theory and practice of education > LB1139.2 Early childhood education |
| Divisions: | Education |
| Publisher: | Springer |
| Related URLs: | |
| Date Deposited: | 25 Sep 2018 08:52 |
| Last Modified: | 04 Sep 2021 10:05 |
| DOI or ID number: | 10.1007/s10763-016-9759-1 |
| URI: | https://researchonline.ljmu.ac.uk/id/eprint/9315 |
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