K–2 Early Algebra Students' Understanding of the Commutative Property of Addition

• In Event: Examining Problem-Posing, Measurement, Visualization, and Objectivity in Mathematics

Abstract

We report results from a one-year early algebra intervention implemented with kindergarten through second-grade students. We compare student (n = 18) responses to pre and post interview questions addressing understanding in the domain of generalized arithmetic. Findings suggest that Grades 1–2 students grew in their ability to generalize and reason with the Commutative Property of Addition over the course of the intervention. We suggest that mathematics educators may wish to engage young students in algebraic thinking practices around arithmetic properties as part of their regular practice.

Authors

• Yewon Sung, California State University - San Bernardino
  Presenting Author

• Ana C. Stephens, University of Wisconsin - Madison
  Presenting Author

• Maria Blanton, TERC
  Non-Presenting Author

• Angela Gardiner, Tahoe Environmental Research Center
  Non-Presenting Author

• Eric J. Knuth, National Science Foundation
  Non-Presenting Author

• Rena Stroud, Merrimack College
  Non-Presenting Author