Understanding Equivalence: Early Algebra Instruction for a Student With a Mathematics Disability

• In Event: 28.027 - Diverse Issues in Algebra Teaching and Learning

Abstract

Supporting all students as they reason algebraically remains a primary concern for mathematics educators. Yet, we know very little about how students with learning differences reason algebraically in upper elementary grades. This case study uses the Knowledge in Pieces framework to explore how a fifth grader with a mathematics disability (MD) reasons about equivalence across multiple contexts while participating in 20 small-group early algebra sessions. The findings indicate that Isaac refined his interpretation of the equal sign by examining equivalence in various contexts. In particular, I argue that Isaac’s participation in small-group interactions where students explored connections between multiple contexts supported him in developing a more robust understanding of the equal sign.

Author

• Kirsten Keels, University of Georgia - Athens