Improving students’ algebraic thinking: The case of TaliaProceedings of the Thirty-first Conference of the International Group for the Psychology of Mathematics Education (2007)
AbstractThis paper presents the case of an 11th grader, Talia, who demonstrated improvement in her algebraic thinking after five one-hour sessions of solving problems involving inequalities and equations. She improved from association-based to coordination-based predictions, from impulsive to analytic anticipations, and from inequality-as-a-signal-for-a-procedure to inequality-as-a-comparison-of-functions conceptions. In the one-on-one teaching intervention, she progressed from the sub-context of manipulating symbols, to working with specific numbers, to reasoning with “general” numbers, and eventually to reasoning with symbols. Three features were identified to account for her improvement: (a) attention to meaning, (b) opportunity to repeat similar reasoning, and (c) opportunity to explore.
- algebraic thinking,
Publication DateJuly, 2007
Citation InformationKien H Lim. "Improving students’ algebraic thinking: The case of Talia" Proceedings of the Thirty-first Conference of the International Group for the Psychology of Mathematics Education (2007)
Available at: http://works.bepress.com/kien_lim/2/