Student Insights Into Algebraic Notation in Working With Multiple Representation Tasks

• In Event: Millennium Hotel Roundtable Session 7
  In Roundtable Session: Issues in Algebra Learning and Instruction

Abstract

A challenging and important aspect of algebraic proficiency is the ability to effectively use different function representations (such as data tables, Cartesian graphs, equations, and natural language descriptions) and translate among those representations. In this presentation, we share a puzzle-like task that encourages students to think about connections among function representations and some results of task implementation in a fifth grade classroom. Using a framework of student noticing and grounded theory methodology, we analyze these interviews to characterize student work from retrospective interviews. Specifically, we examine how students’ noticing of time as a feature in the task was associated with their reasoning about algebraic notation. These results speak to students’ sense making in understandings of familiar and unfamiliar representations.

Author

• Katharine B. Sawrey, Tufts University