Elementary Students' Generalization and Representation of Functional Relationships: A Learning Progressions Approach

• In Event: Poster Session 1
  In Poster Session: Division C Section 1c Poster Session: Research in Mathematics Education

Abstract

In this paper, we describe our learning progressions approach to early algebra research that involves the coordination of a curricular framework, an instructional sequence, written assessments, and levels of sophistication describing the development of students’ thinking. We focus in particular on what we have learning through this approach about the development of students’ abilities to generalize and represent functional relationships in a grades 3-5 early algebra intervention by sharing the different levels of responses we observed in students’ written work and the percent of students situated at each level across different tasks.

Authors

• Ana C. Stephens, University of Wisconsin - Madison

• Nicole L. Fonger, University of Wisconsin - Madison

• Maria Blanton, TERC

• Eric J. Knuth, University of Wisconsin - Madison