The impact of two different types of instructional tasks on students’ development of early algebraic thinking

• Chimoni, Maria ^[1] ; Pitta-Pantazi, Demetra ^[1] ; Christou, Constantinos ^[1]
  1. [1] University of Cyprus

     University of Cyprus

     Chipre

     
• Localización: Journal for the Study of Education and Development, Infancia y Aprendizaje, ISSN-e 1578-4126, ISSN 0210-3702, Vol. 44, Nº 3, 2021, págs. 503-552
• Idioma: inglés
• Títulos paralelos:
  • El impacto de dos tipos diferentes de tareas instruccionales en el desarrollo del pensamiento algebraico temprano de los estudiantes
• Enlaces
  • Texto completo
• Dialnet Métricas: 3 Citas
• Resumen
  • español

    Discutimos en este artículo la base teórica y la implementación de dos tipos alternativos de cursos instruccionales que tienen como objetivo apoyar el desarrollo del pensamiento algebraico temprano de los estudiantes de primaria. Ambos cursos abordaron tres líneas básicas de contenido de álgebra: aritmética generalizada, pensamiento funcional y lenguajes de modelado. Los cursos diferían según las características de las tareas que se utilizaron. El primer curso incluyó ‘investigaciones guiadas matemáticamente puras’ enfatizando los pasos de andamiaje en contextos matemáticos puros. El segundo curso se centró en ‘exploraciones abiertas aplicadas’, subrayando preguntas más abiertas en contextos cotidianos aplicados. Los cursos se compararon con respecto a los resultados de aprendizaje de los estudiantes. Los resultados, obtenidos del análisis de los datos de las pruebas preliminares y posteriores, indicaron que el segundo curso tuvo mejores resultados de aprendizaje en comparación con el primero.

  • English

    In this paper, we discuss the theoretical foundation and implementation of two alternative instructional courses that aimed to support the development of elementary school students’ early algebraic thinking. Both courses approached three basic algebra content strands: generalized arithmetic, functional thinking and modelling languages. The courses differed according to the characteristics of the tasks that were used. The first course involved ‘pure mathematical guided investigations’ emphasizing scaffolding steps in pure mathematics contexts. The second course focused on ‘applied open explorations’ underlining more open questions in applied everyday contexts. The courses were compared in respect to students’ learning outcomes. The findings, yielded from the analysis of pre-test and post-test data, indicated that the second course had better learning outcomes compared to the first.

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