RT Journal Article
T1 Fourth-graders’ justifications in early algebra tasks involving a functional relationship.
A1 Ayala-Altamirano, Cristina
A1 Molina, Marta
K1 Algebra - Estudio y enseñanza primaria
AB In the context of early algebra research and as part of a classroom teaching experiment (CTE), we investigated fourth grade (9- to 10-year-old) students’ justifications of how they performed tasks involving the functional relationship y = 2x. We related their written justifications (part of the task) to the task characteristics, which included various semiotic systems (verbal, numerical and alphanumeric, among others) and the demand of different type of justifications. The role of classroom discussion in helping express the functional relationship orally in more sophisticated terms was also investigated. The findings showed that students’ written justifications changed with the semiotic system involved in the task. Oral discussion helped students generalize in more sophisticated terms than in their written justifications, in which they omitted information or used less precise language.
PB Springer
YR 2021
FD 2021-06-05
LK https://hdl.handle.net/10630/30790
UL https://hdl.handle.net/10630/30790
LA eng
NO Ayala-Altamirano, C. y Molina, M. (2021). Fourth-graders’ justifications in early algebra tasks involving a functional relationship. Educational Studies in Mathematics, 107(2), 359–382
NO This work has been developed within the project with reference EDU2016-75771-P, financed by the State Research Agency (SRA) from Spain and European Regional Development Fund (ERDF); the corresponding author benefited from a CONICYT grant awarded by the Chilean Government.
DS RIUMA. Repositorio Institucional de la Universidad de Málaga
RD 20 ene 2026