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Algebraic developmental teaching an example from a grade one classroom
Stockholm University, Faculty of Social Sciences, Department of Education.ORCID iD: 0000-0003-0764-5728
Stockholm University, Faculty of Social Sciences, Department of Special Education.
2014 (English)Conference paper, Published paper (Refereed)
Abstract [en]

The issue in this paper is grade one students┬┤ emerging understanding of the equal sign in an algebraic meaning inspired by the Davydov curriculum. The mainstream understanding that young students must start with arithmetic, mainly through operations with quantity and numbers in order to develop both an understanding of numbers and to develop a pre-algebraic thinking has been questioned during the latest decades. What if the arithmetic foundations in the mathematics teaching in themselves create problems for some students in relation to developing and expanding a theoretical thinking and reasoning beyond concrete numeric operations? What if such problems hinder students to develop a more comprehensive understanding of numbers and different number systems; mathematical structures; symbols and models as tools for mathematical work? Vygotsky and his contemporary colleagues argued, as a numbers of researchers internationally, that through an early introduction to algebraic work and reasoning students are given the opportunity to develop a theoretical understanding that will function as a foundation for all kinds of arithmetic operations as well as for algebraic reasoning and problem-solving. This paper reports preliminary results from a pilotstudy in a Swedish grade one that indicates that students when working with assignments inspired by the Davydov programme gave examples of an algebraic reasoning in relations to the equal sign that students in the parallel class did not master. When students in an interview (3 month of project) were presented to expressions as A+B=C and M+N= P for the first time all but one of the 28 could, in relation to artefacts/signs, exemplify in a multiple ways the expressions and argue how they know if it was true or not. The parallel class (28) were introduced to the equal sign with numbers as presented in the textbook (algebraic traditions). When shown the expressions A+B=C only few students related that to a mathematics -most associated the expressions to the alphabet.

Place, publisher, year, edition, pages
2014.
Keyword [en]
learning activity, mathematics
National Category
Educational Sciences
Research subject
Didactics
Identifiers
URN: urn:nbn:se:su:diva-114304OAI: oai:DiVA.org:su-114304DiVA: diva2:791086
Conference
4th International Congress of International Society for Cultural and Activity Research (ISCAR), Sydney, Australia, 29 September- 3 October, 2014
Note

Detta paper ingick i symposiet: Transforming Davydov's Learning Activity Curricula into New Contexts - examples from Canada, Italy and Sweden.

Available from: 2015-02-26 Created: 2015-02-26 Last updated: 2017-03-22

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CiteExportLink to record
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