Learning actions indicating algebraic thinking in multilingual classrooms

Abstract

This article discusses algebraic thinking regarding positive integers and rational numbers when students, 6 to 9 years old in multilingual classrooms, are engaged in an algebraic learning activity proposed by the El’konin and Davydov curriculum. The main results of this study indicate that young, newly arrived students, through tool-mediated joint reflective actions as suggested in the ED curriculum, succeeded in analysing arithmetical structures of positive integers and rational numbers. When the students participated in this type of learning activity, they were able to reflect on the general structures of numbers established as additive relationships (addition and subtraction) as well as multiplicative relationships (multiplication and division) and mixtures thereof, thus a core foundation of algebraic thinking. The students then used algebraic symbols, line segments, verbal, written, and gesture language to elaborate and construct models related to these relationships. This is in spite of the fact that most of the students were second language learners. Elaborated in common experiences staged in the lessons, the learning models appeared to bridge the lack of common verbal language as the models visualized aspects of the relationships among numbers in a public manner on the whiteboard. These learning actions created rich opportunities for bridging tensions in relation to language demands in the multilingual classroom.

The Elkonin-Davydov Curricular Approach: How Cognitive Development can be Driven by Cultural Tools

“…Another implementation of this model occurred in Sweden where Eriksson and Eriksson (2021) conducted a study implementing Davydov-inspired learning activities in multilingual classrooms. They found that engagement in this math curriculum led children to increased generalization and awareness of relational structures due to the way symbols arise from activity within this approach.…”

Commentary on a special issue: Davydov’s approach in the XXI century

“…(Gattegno used the word "economical" for the advantages of his curriculum, referring to the use of children's time.) Eriksson and Eriksson (2020) conducted a study demonstrating one example of "effectiveness", which was the manner in which a Davydov-inspired learning activity led to generalisation and an appreciation of general structures, by young children in a multi-lingual context. The manner in which symbols arise from activity within Davydov's work potentially offers huge advantages in multi-lingual classrooms, and I would see this as a rich area of future research.…”

Feasibility Test of Articulate Storyline 3 Learning Media Based on Local Wisdom for Optimizing Students’ Algebraic Thinking Skills

“…Algebraic thinking is a core foundation in solving mathematical problems and is crucial in enhancing logical and analytical skills. These two aspects are closely related, as logical and analytical skills aid in detailing problem-solving steps and bridging the mathematical concepts used (Chimoni et al, 2023;Medová et al, 2020;Eriksson & Eriksson, 2021). Furthermore, algebraic thinking can stimulate the development of creative thinking by exploring mathematical concepts and encouraging open-ended questions for problem-solving (Suherman & Vidákovich, 2022;Singh & Azman, 2023).…”