ERIC Number: EJ1426825
Record Type: Journal
Publication Date: 2024-Jun
Pages: 26
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1033-2170
EISSN: EISSN-2211-050X
How Tools Mediate Elementary Students' Algebraic Reasoning about Evens and Odds
Susanne Strachota; Ana Stephens; Karisma Morton; Ranza Veltri-Torres; Maria Blanton; Angela Murphy Gardiner; Yewon Sung; Rena Stroud; Eric Knuth
Mathematics Education Research Journal, v36 n2 p493-518 2024
This study investigated the role of tools in supporting students to reason about even and odd numbers. Participants included Kindergarten, Grade 1, and Grade 2 students (ages 5-8) at two schools in the USA. Students took part in a cross-sectional early algebra intervention in which they were asked to generalize, represent, justify, and reason with mathematical structure and relationships. Interviews were conducted with students before, during, and after the year-long intervention to explore the ways in which tools mediated their engagement in these practices in the context of questions about parity. In addition to cubes and "dot cards," which were introduced during the interviews, we found that students also used their fingers and hands as tools. We outline the affordances and constraints of these tools in supporting students' reasoning about the properties of even and odd numbers.
Descriptors: Elementary School Students, Kindergarten, Grade 1, Grade 2, Young Children, Algebra, Thinking Skills, Abstract Reasoning, Numeracy, Number Concepts, Mathematics Instruction, Intervention, Learner Engagement, Instructional Materials, Educational Equipment, Instructional Effectiveness
Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://bibliotheek.ehb.be:2123/
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Early Childhood Education; Kindergarten; Primary Education; Grade 1; Grade 2
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: 1720129