Abstract
The issue of early algebraic thinking is of great importance for the school life of young students. In this paper, the Father Woodland, a puzzle-like environment, is presented aiming to facilitate the use of algebraic thinking in early schooling. Seventy grade 3 students participated and their work was examined within Radford’s (2011, 2014) framework for algebraic thinking. The findings show that the students were able to refer to the unknowns of the problems, to use a broad range of (not necessarily alphanumeric) symbolization and act upon the indeterminate quantities as if they were known numbers.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: International Journal of Science and Mathematics Education
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
