Looking at the learning of algebra among Kindergarten and early elementary school children through the lens of notational systems
DOI:
https://doi.org/10.46219/rechiem.v16i1.160Keywords:
Early elementary, Kindergarten, Representations, Arithmetic, AlgebraAbstract
From the perspective of research in early algebra, the goal of this paper is to share evidence about Kindergarten and early elementary school children’s capacity to work with algebraic notation and to represent indeterminate quantities. This evidence is presented in contrast to the difficulties documented among adolescents in previous studies. Younger children’s capacities to interact with concepts and representations that were considered to be difficult for adolescents emphasizes the importance of the type and quality of teaching that are designed in schools.Downloads
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