Gaining Insights From Research For Classroom Numeracy Planning
Gaining Insights From Research For Classroom Numeracy Planning
Gaining Insights From Research For Classroom Numeracy Planning
Literature Review
Key ideas and concepts underpinning algebra and the language
associated with it.
Algebra in the primary years must be tightly interwoven across all areas of
mathematics (Booker & Windsor, 2010). Therefore the focus in primary schools
should be on algebraic thinking and reasoning, as they go beyond curriculum
topics categorised as algebra, to exploring concepts such as equality and
generalisations, creating more meaningful entries into algebraic symbolism in
the later years. (Van de Walle et al., 2014; Windsor, 2011). The key to
developing early algebraic reasoning is through practices involving
mathematical explanations, representations, justifications and generalisations
(Hunter, 2014). However Warren (2003) suggest algebraic reasoning must
occur in conjunction with arithmetic reasoning (p.2), as algebra needs to focus
on combining arithmetic and algebra within the early years (Hunter, 2012/2015).
The Big Ideas provide the solid foundations for algebra, which include
equivalence, properties, patterns, relations and fractions and transformations
(Charles, 2005). Early experiences with patterns build the foundations of
algebra, through investigating sequences and generalisations (Radford, 2014;
Taylor-Cox, 2003). Additionally relationships between quantities, properties,
operations and equivalence are fundamental concepts which underpin algebraic
thinking and reasoning (Hunter, 2012; Warren, 2003). Authentic dialogue must
be used when exploring algebraic problems, such as same, more, less, balanced
and repeated, as it creates deeper understandings (Falle, 2005; Taylor-Cox,
2003). The key ideas and concepts must be understood to ensure foundations
are covered for further algebraic learning.
Word Count: 219
others to explain their thoughts and ideas (Falle, 2005; Brooker & Windor, 2010;
Taylor-Cox, 2003). Students need to develop their algebraic thinking early, as
this skill will support them when they explore algebraic symbolism (Radford,
2014; Xin et al., 2011). During early algebraic thinking, students use their
knowledge of patterns and numerical reasoning to justify and generalise their
thoughts while making conjectures (Hunter, 2012). Students need early
experiences with patterns, as in the later years they will use patterns to produce
algebraic expressions (Warren, 2005). However students need to have a sound
understanding of how repeating patterns work before they begin to explore
more complex patterns (Bobis, Mulligan, Lowrie, 2013). Students should also use
generalised reasoning to justify their mathematical understandings of patterns
(Hunter, 2014). Once students have an understanding of patterns with shapes, it
is important for them to use number patterns that lead to variables (Van de
Walle et al., 2014). Furthermore students need supportive learning environments
where they can explore their strategies, as Hunter (2014) suggests students
need to engage in algebraic reasoning and discourse to strengthen their
mathematical approaches. It is important for students to develop a number of
these key strategies and skills early to support them when they begin to learn
more complex algebra concepts.
Word Count: 243
References:
Brown, J. (2008). Structuring mathematical thinking in the primary years.
Retrieved from http://leo.
acu.edu.au/pluginfile.php/1227642/mod_resource/content/1/BrownJ.2008_
MAV_Structuring %20mathematical%20thinking.pdf.
Natasha Solomons, S00143722
Bobis, J., Mulligan, J. & Lowrie, T. (2013). Mathematics for children: Challenging
children to think
mathematically (4th ed.). Frenchs Forest, Australia: Pearson.
Booker, G., & Windsor, W. (2010). Developing algebraic thinking: using problem-
solving to build
from number and geometry in the primary school to the ideas that
underpin algebra in high school and beyond. International Conference on
Mathematics Education Research, 8(1), 411- 419.
doi:10.1016/j.sbspro.2010.12.057.
Ladele, O., Ormond, C., & Hackling, M. (2014). The effect of professional learning
on early algebra
teachers content knowledge in nigeria. Mathematics Education Research
Group of Australasia, 95(3), 351-356. Retrieved from
http://www.merga.net.au/documents/merga37 _ladele.pdf.
Nathan, J. M., & Koedinger, R. K. (2000). Teachers and researchers beliefs about
the development
of algebraic reasoning. Journal for Research in Mathematics Education,
31(2), 168-190. doi:10.2307/749750.
Taylor-Cox, J. (2003). Algebra in the early years?. Young Children, 58(1), 14-21.
Retrieved from
https://ap01.alma.exlibrisgroup.com/view/uresolver.
Van de Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2014). Elementary and
middle school
mathematics: Teaching developmentally (8th ed.). Boston, MA: Pearson.
Xin, P. Y., Zhang, D., Park, Y. J., Tom, K., Whipple, A., & Si, L. (2011). A comparison
of two
mathematics problem-solving strategies: Facilitate algebra-readiness. The
Journal of Education Research, 104(6), 381-395.
doi:10.1080/00220671.2010.487080.
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Natasha Solomons, S00143722