On the development of early algebraic thinking
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Resumen
This article deals with the question of the development of algebraic thinking in young students. In contrast to mental approaches to cognition, we argue that thinking is made up of material and ideational components such as (inner and outer) speech, forms of sensuous imagination, gestures, tactility, and actual actions with signs and cultural artifacts. Drawing on data from a longitudinal classroom-based research program where 8-year old students were followed as they moved from Grade 2 to Grade 3 to Grade 4, our developmental research question is investigated in terms of the manner in which new relationships between embodiment, perception, and symbol-use emerge and evolve as students engage in patterning activities.
Sobre el desarrollo de pensamiento algebraico temprano
Handle: http://hdl.handle.net/10481/20052
Nº de citas en WOS (2017): 3 (Citas de 2º orden, 3)
Nº de citas en SCOPUS (2017): 6 (Citas de 2º orden, 21)