The Interplay between Students' Understandings of Proportional and Functional Relationships

The Interplay between Students' Understandings of Proportional and Functional Relationships

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 underst...

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Veröffentlicht in:North American Chapter of the International Group for the Psychology of Mathematics Education 2017
Hauptverfasser: Stephens, Ana, Strachota, Susanne, Knuth, Eric, Blanton, Maria, Isler, Isil, Gardiner, Angela
Format: Report
Sprache:eng
Schlagworte:
Algebra
Early Intervention
Elementary School Mathematics
Grade 3
Grade 4
Grade 5
Intervention
Longitudinal Studies
Mathematical Aptitude
Mathematical Logic
Mathematics Achievement
Mathematics Activities
Number Concepts
Pretests Posttests
Problem Solving
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Beschreibung
Zusammenfassung: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.]