ERIC Number: EJ1402643
Record Type: Journal
Publication Date: 2023
Pages: 11
Abstractor: ERIC
ISBN: N/A
ISSN: ISSN-0025-5769
EISSN: EISSN-2330-0582
Understanding Algebraic Expressions through Figural Patterns
Hawthorne, Casey; Gruver, John
Mathematics Teacher: Learning and Teaching PK-12, v116 n9 p687-696 2023
The ability to interpret mathematical symbols and understand how they capture contextual relationships is a critical element of algebraic thinking. More often than not, students see algebra as merely a list of rules for manipulating abstract symbols, with limited to no meaning. Instead, for students to see algebra as a powerful tool and rich way of thinking, they must be given opportunities to interpret algebraic expressions as connected to real life and use them to represent contextual relationships they themselves come to understand. This article's instructional sequence provides a framework to support students in identifying quantitative relationships within figural patterns and embedding this understanding into algebraic expressions.
Descriptors: Algebra, Symbols (Mathematics), Mathematical Logic, Mathematics Skills, Thinking Skills, Mathematics Instruction, Teaching Methods, Mathematical Concepts, Mathematics Education, Sequential Approach
National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail: publicationsdept@nctm.org; Web site: https://pubs.nctm.org/
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A