Use of Variable Notation to Represent Indeterminate Quantities Among Early and Late Elementary School Students

• In Event: Hilton Roundtable Session 18
  In Roundtable Session: Pre-K and Elementary Students' Mathematical Reasoning Processes

Abstract

The studies we describe in this paper focus on results in early algebra and compare the understandings and challenges students face when presented with situations that involve indeterminate (both variable and fixed unknown) quantities. We will address the following question: what kinds of challenges do early versus late elementary school students face when they are first introduced to variable notation as a way to represent indeterminate quantities? We present results from Kindergarten, first grade, and third grade students who participated in classroom teaching experiments focused on algebraic reasoning, representations, and practices. Our results indicate the relative advantages of introducing indeterminate quantities and variable notation to students in early versus late elementary school.

Authors

• Sarah C Allen, Tufts University

• Barbara M. Brizuela, Tufts University

• Maria Blanton, TERC