Learning to Notice Algebraically: The Impact of Designed Instructional Material on Student Thinking
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| Title: | Learning to Notice Algebraically: The Impact of Designed Instructional Material on Student Thinking |
|---|---|
| Language: | English |
| Authors: | Wadham, Bridget, Pearce, Emily, Hunter, Jodie, Mathematics Education Research Group of Australasia (MERGA) |
| Source: | Mathematics Education Research Group of Australasia. 2023. |
| Availability: | Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ |
| Peer Reviewed: | N |
| Page Count: | 8 |
| Publication Date: | 2023 |
| Document Type: | Speeches/Meeting Papers Reports - Research |
| Education Level: | Elementary Education Grade 7 Junior High Schools Middle Schools Secondary Education Grade 8 |
| Descriptors: | Algebra, Mathematics Instruction, Multiplication, Learning Processes, Instructional Design, Teaching Methods, Equations (Mathematics), Difficulty Level, Material Development, Learning Strategies, Generalization, Grade 7, Grade 8, Middle School Students, Low Income Students, Foreign Countries |
| Geographic Terms: | New Zealand |
| Abstract: | In this paper, we explore how students' algebraic noticing's and explanations changed across a two-year period with the introduction of designed instructional material. The data in this report is drawn from n=53 Year 7-8 students' responses to a free-response assessment task across two different years. Analysis focused on how students noticed and explained algebraic relationships in pairs of equivalent equations. Findings indicate that with the introduction of designed instructional material, there was a shift in student noticing of number properties to identify equivalence between pairs of equations. However, identifying the distributive property of multiplication and developing generalisations about the algebraic relationships remained challenging for students. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | ED631607 |
| Database: | ERIC |
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