An Analysis of 2nd Graders’ Problem Solving Strategies on Early Algebra

Lim, Miin; Chang, Hyewon

doi:10.29275/jerm.2019.29.3.405

Cited by 2 publications

(7 citation statements)

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“…Many previous studies (Blanton et al, 2011;Caldwall et al, 2011;Caldwall et al, 2014;Carraher & Schliemann, 2007;Choi & Pang, 2011;Kaput, 2008;Kim, 2013;Lee & Chang, 2012;Lim & Chang, 2019;Sparks, 2019 etc. ) argue that early algebra should be taught in elementary school mathematics.…”

Section: Theoretical Backgroundsmentioning

confidence: 96%

“…In a previous study, Lim and Chang (2019) provided two types of problems related to early algebra to second graders of elementary school and analyzed what strategies students used to solve the problems.…”

Section: Tasksmentioning

confidence: 99%

“…Therefore, in this study based on Blanton et al (2011), Lim and Chang (2019) considering the level of third graders in elementary school, 7 items of four types were composed to investigate understandings of the big ideas in the early algebra of third graders. By strategically selecting or transforming numbers in arithmetic problems, it was intended that elementary school students could pay attention to algebraic structures such as properties of operations and equivalence relationships in problems.…”

Section: Tasksmentioning

confidence: 99%

“…Therefore, in preparation for the gradual expansion of early algebra in elementary school mathematics education in South Korea, it is necessary to closely examine how well Korean elementary school students are prepared to learn early algebra. Lim and Chang (2019) investigated the preparation for learning early algebra of second graders in elementary school. In that study, it was found that second graders had various difficulties in solving problems in early algebra in terms of 'generalization', 'using symbols', and 'understanding the concept of variables'.…”

Section: Introductionmentioning

confidence: 99%

“…Since the students have learned the four fundamental arithmetic operations on whole numbers, they were able to understand equations, additions, subtractions, multiplications, and divisions and perform them. Questionnaires were developed by adapting and reconstructing the problems for preparing algebraic learning, as proposed by Blanton et al (2011) andChang (2019), to be available to elementary school students. The students' problem solving strategies were analyzed by means of the questionnaires.…”

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confidence: 99%

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An Analysis of 3rd Graders’ Problem Solving Strategies on Early Algebra

Lim

2022

Kor Soc Edu Stu Mathematics -J Edu Re Mathematics

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The purpose of this study was to investigate the understanding of and the preparation for third graders' learning of algebra, and to derive didactic implications for helping students' transition from arithmetical thinking to algebraic thinking. Twenty third graders in elementary school were selected as subjects of this study from I elementary school in Seoul. Since the students have learned the four fundamental arithmetic operations on whole numbers, they were able to understand equations, additions, subtractions, multiplications, and divisions and perform them. Questionnaires were developed by adapting and reconstructing the problems for preparing algebraic learning, as proposed by Blanton et al. (2011) andChang (2019), to be available to elementary school students. The students' problem solving strategies were analyzed by means of the questionnaires. Implications for developing essential understandings of algebraic thinking and supporting elementary students' transition from arithmetical thinking to algebraic thinking were identified through the results of the analysis.

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Section: Theoretical Backgroundsmentioning

confidence: 96%

Section: Tasksmentioning

confidence: 99%

Section: Tasksmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

mentioning

confidence: 99%

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An Analysis of 3rd Graders’ Problem Solving Strategies on Early Algebra

Lim

2022

Kor Soc Edu Stu Mathematics -J Edu Re Mathematics

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xploring Opportunities to Develop Algebraic Thinking Presented in Elementary Mathematics

Lee

Park

2022

Kor Soc Edu Stu Mathematics -J Edu Re Mathematics

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Knowledge of algebra is known to be critical for not only school mathematics but also higher-level studies in mathematics. However, many students find learning algebra problematic and experience difficulty, particularly in transitioning from arithmetic to algebra. Therefore, the mathematics education research community has endeavored to develop students' algebraic thinking in the elementary grades to help them learn algebra successfully. Although research on early algebra has been extensively conducted overseas since the 1990s, in Korea, this research began only in the 2000s and is relatively scarce. Therefore, in this study, we aim to compare the elementary mathematics textbooks of Korea and the U.S. based on the five big ideas of early algebra and draw implications for early algebra education in Korea. The results demonstrate that Korean textbooks contain significantly less content related to early algebra than U.S. textbooks. It was also found that the U.S. textbooks than that of Korea more emphasize the relational meaning of the equal sign. Furthermore, there were differences in the textbooks of the two countries in the way of handling the properties of numbers, analyzing patterns in functional relationships, and presenting the meaning of variable. Based on the results, we discussed ways to develop elementary school students' algebraic thinking through textbooks in Korea.

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An Analysis of 2nd Graders’ Problem Solving Strategies on Early Algebra

Cited by 2 publications

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An Analysis of 3rd Graders’ Problem Solving Strategies on Early Algebra

An Analysis of 3rd Graders’ Problem Solving Strategies on Early Algebra

xploring Opportunities to Develop Algebraic Thinking Presented in Elementary Mathematics

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