Invented Representations of Functional Relationships (Poster 16)

• In Event: AERA Poster Session Eight
  In Poster Session: Section 1C Mathematics Poster Session

Abstract

The following study presents early elementary students’ invented representations of functional relationships. We focus on representations because of their potential to support students, particularly early elementary students, in communicating about and understanding functional thinking. The research question that guides our study is: When invited to represent a functional relationship, what are the invented and quasi-invented representations that Kindergarten, first, and second grade students create? And how do those representations mediate students’ mathematical thinking? We present examples of both invented and quasi-invented representations. Within those categories, we observed students produce conventional representations, modified conventional representations and actual object representations.

Authors

• Susanne Strachota, Tufts University
  Presenting Author

• María D. Torres González, University of Granada
  Non-Presenting Author

• Barbara M. Brizuela, Tufts University
  Non-Presenting Author

• Maria Blanton, TERC
  Non-Presenting Author