The impact of two different types of instructional tasks on students’ development of early algebraic thinking ( El impacto de dos tipos diferentes de tareas instruccionales en el desarrollo del pensamiento algebraico temprano de los estudiantes )

Bibliographic Data

ID21479636
AuthorsMaria Chimoni (0000-0002-6761-7529, University of Cyprus, corresponding author), Demetra Pitta‐pantazi (0000-0002-9580-5674, University of Cyprus), Constantinos Christou (0000-0002-5901-5931, University of Cyprus)
Year2021
Volume44
Issue3
Pages503-552
Publication date2021-07-03
Open AccessNo
TypeARTICLE
VenueJournal for the Study of Education and Development Infancia y Aprendizaje (JOURNAL)
Journal identifiersISSN: 0210-3702 • E-ISSN: 1578-4126
PublisherSAGE Publications (PUBLISHER • US)
DOI10.1080/02103702.2020.1778280
OpenAlexW3090023160
LanguageEN
Citations received1
References cited31

In this paper, we discuss the theoretical foundation and implementation of two alternative instructional courses that aimed to support the development of elementary school students’ early algebraic thinking. Both courses approached three basic algebra content strands: generalized arithmetic, functional thinking and modelling languages. The courses differed according to the characteristics of the tasks that were used. The first course involved ‘pure mathematical guided investigations’ emphasizing scaffolding steps in pure mathematics contexts. The second course focused on ‘applied open explorations’ underlining more open questions in applied everyday contexts. The courses were compared in respect to students’ learning outcomes. The findings, yielded from the analysis of pre-test and post-test data, indicated that the second course had better learning outcomes compared to the first

Algebraic number · Humanities · Mathematical analysis · Mathematics education · Developmental and Educational Neuropsychology · Educational theories and practices · Mathematics · Mathematics Education and Teaching Techniques · Philosophy · Psychology

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