Algebra in Elementary School: Developing Relational Thinking

被引：77

作者：

Carpenter, Thomas P. ^{[1
]}

Levi, Linda ^{[1
]}

Franke, Megan Loef ^{[2
]}

Zeringue, Julie Koehler ^{[3
]}

机构：

[1] Univ Wisconsin, Wisconsin Ctr Educ Res, 1025 W Johnson St, Madison, WI 53706 USA

[2] Univ Calif Los Angeles, Grad Sch Educ & Informat Sci, Los Angeles, CA 90095 USA

[3] Educ Dev Corp, Newton, MA 02158 USA

来源：

ZDM-MATHEMATICS EDUCATION | 2005年 / 37卷 / 01期

基金：

美国国家科学基金会;

关键词：

D O I：

10.1007/BF02655897

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

We have characterized what we call relational thinking to include looking at expressions and equations in their entirety rather than as procedures to be carried out step by step. For the last 8 years, we have been studying how to provide opportunities for students to engage in relational thinking in elementary classrooms and how to use relational thinking to learn arithmetic. In this article, we present interviews with two third-grade students from classrooms that foster the use of relational thinking. In both cases, we focus on the distributive property. The first example illustrates how a teacher scaffolds a sequence of number sentences to help a student begin to relate multiplication number facts using the distributive property. The second example shows another student who is already using the distributive property and the extent of his knowledge.

引用

页码：53 / 59

页数：7

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