Students' Justification Strategies On The Equivalence Of Quasi-Algebraic Expressions
PROCEEDINGS OF THE 35TH CONFERENCE OF THE INTERNATIONAL GROUP FOR THE PSYCHOLOGY OF MATHEMATICS EDUCATION, VOL. 2: DEVELOPING MATHEMATICAL THINKING(2011)
摘要
This paper describes how 11-13 year-old students justify the equivalence or non-equivalence of models and rules for figural linear patterns constructed in a specially designed computer microworld, the eXpresser. Students were asked to build their own models of a figural pattern and associated rules and to reflect on model and rule before sharing them with a peer to discuss equivalence. Findings point to the diverse justification strategies students articulated to support equivalence and their potential for fostering the development of students' algebraic ways of thinking.
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