The transition from arithmetic to algebra in general, and the use of symbolic generalizations in particular, are a major challenge for beginning algebra students. In this article, we describe and analyze students’ learning in a “computer intensive environment” designed ad hoc and implemented in two seventh grade classrooms throughout two consecutive school years. In particular, this article focuses on the description and analysis of how students initial generalizations (which relied on computerized tools that enabled different students’ to work with different strategies) shifted to recursive and explicit symbolic generalizations.
- RT @A2SchoolsSuper: We ❤️ #TreeTown @A2schools #InspireA2 #A2gether Ann Arbor named best place to live in America - again https://t.co/yRrH… 1 day ago
- RT @SpringerEdu: Teachers’ talk about the mathematical practice of attending to precision link.springer.com/article/10.100… 1 day ago
- RT @SpringerEdu: RT @authorzone: Discover what English-language #SpringerNature books topped 2017’s list in downloads, citations, and menti… 1 day ago
- Sharing some thoughts about the process of settling down in Ann Arbor. #Sabbatical fulbright.no/grantee-experi… 4 months ago
- RT @velonews: Time trials can be a snooze, but the elite men’s ITT championship race was quite the opposite. velonews.com/2017/09/news/b… 4 months ago