دورية أكاديمية
Progressions in Young Learners' Understandings of Parity Arguments
| العنوان: | Progressions in Young Learners' Understandings of Parity Arguments |
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| اللغة: | English |
| المؤلفون: | Maria Blanton, Angela Murphy Gardiner, Ingrid Ristroph, Ana Stephens, Eric Knuth, Rena Stroud |
| المصدر: | Mathematical Thinking and Learning: An International Journal. 2024 26(1):90-121. |
| الإتاحة: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 32 |
| تاريخ النشر: | 2024 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R305A170378 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Early Childhood Education Kindergarten Primary Education Grade 1 |
| Descriptors: | Persuasive Discourse, Algebra, Learning Processes, Elementary School Students, Number Concepts, Kindergarten, Grade 1, Mathematics Skills, Mathematical Logic |
| DOI: | 10.1080/10986065.2022.2053775 |
| تدمد: | 1098-6065 1532-7833 |
| مستخلص: | Understanding how young learners come to construct viable mathematical arguments about general claims is a critical objective in early algebra research. The qualitative study reported here characterizes empirically developed progressions in Grades K-1 students' thinking about parity arguments for sums of evens and odds, as well as underlying concepts of pair and parity of a number. Data are drawn from classroom lessons of a Grades K-1 early algebra instructional sequence, as well as task-based interviews conducted at four timepoints during the implementation of the sequence. While most students at the beginning of the study (Grade K) did not know the concepts of even or odd and could not make any viable arguments regarding parity, by the end of Grade 1 students were largely constructing representation-based arguments to justify number parity and claims about sums of evens and odds. Results of this study align with other research that shows young learners can develop viable arguments to justify mathematical generalizations. Results also provide preliminary evidence that the instructional sequence used here can foster students' practice of argumentation from the start of formal schooling. |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2024 |
| رقم الأكسشن: | EJ1406167 |
| قاعدة البيانات: | ERIC |
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Full Text Finder | تدمد: | 1098-6065 1532-7833 |
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| DOI: | 10.1080/10986065.2022.2053775 |