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STUDENTS' MEANINGS FOR EXTENSIVE QUANTITATIVE UNKNOWNS.

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Title: STUDENTS' MEANINGS FOR EXTENSIVE QUANTITATIVE UNKNOWNS.
Authors: Hackenberg, Amy1 ahackenb@indiana.edu, Aydeniz, Fetiye1 faydeniz@indiana.edu, Jones, Robin1 robijone@indiana.edu, Borowski, Rebecca1 rborowski@indiana.edu
Source: Conference Papers -- Psychology of Mathematics & Education of North America. 10/5/2017, p311-314. 4p.
Subject Terms: *Algebra, *Mathematics education, *Middle school education, *Reasoning, Multiplication
Abstract: A series of three design experiments was conducted with middle school students to investigate relationships between students' rational number knowledge and algebraic reasoning. After the first experiment a change was made in the investigation of students' construction of extensive quantitative unknowns. Students were asked to represent in pictures and equations the values for an unknown height measured in two different, multiplicatively-related measurement units. The work of 13 students operating at two levels of multiplicative reasoning was analyzed to identify differences and similarities. Students operating at the lower level of reasoning required substantial support to construct unknowns with implicit quantitative relationships, while students operating at the higher level of reasoning constructed unknowns with explicitly embedded units. [ABSTRACT FROM AUTHOR]
Copyright of Conference Papers -- Psychology of Mathematics & Education of North America is the property of Psychology of Mathematics & Education of North America and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: STUDENTS' MEANINGS FOR EXTENSIVE QUANTITATIVE UNKNOWNS.
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  Data: <searchLink fieldCode="AR" term="%22Hackenberg%2C+Amy%22">Hackenberg, Amy</searchLink><relatesTo>1</relatesTo><i> ahackenb@indiana.edu</i><br /><searchLink fieldCode="AR" term="%22Aydeniz%2C+Fetiye%22">Aydeniz, Fetiye</searchLink><relatesTo>1</relatesTo><i> faydeniz@indiana.edu</i><br /><searchLink fieldCode="AR" term="%22Jones%2C+Robin%22">Jones, Robin</searchLink><relatesTo>1</relatesTo><i> robijone@indiana.edu</i><br /><searchLink fieldCode="AR" term="%22Borowski%2C+Rebecca%22">Borowski, Rebecca</searchLink><relatesTo>1</relatesTo><i> rborowski@indiana.edu</i>
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  Data: *<searchLink fieldCode="DE" term="%22Algebra%22">Algebra</searchLink><br />*<searchLink fieldCode="DE" term="%22Mathematics+education%22">Mathematics education</searchLink><br />*<searchLink fieldCode="DE" term="%22Middle+school+education%22">Middle school education</searchLink><br />*<searchLink fieldCode="DE" term="%22Reasoning%22">Reasoning</searchLink><br /><searchLink fieldCode="DE" term="%22Multiplication%22">Multiplication</searchLink>
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  Data: A series of three design experiments was conducted with middle school students to investigate relationships between students' rational number knowledge and algebraic reasoning. After the first experiment a change was made in the investigation of students' construction of extensive quantitative unknowns. Students were asked to represent in pictures and equations the values for an unknown height measured in two different, multiplicatively-related measurement units. The work of 13 students operating at two levels of multiplicative reasoning was analyzed to identify differences and similarities. Students operating at the lower level of reasoning required substantial support to construct unknowns with implicit quantitative relationships, while students operating at the higher level of reasoning constructed unknowns with explicitly embedded units. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Conference Papers -- Psychology of Mathematics & Education of North America is the property of Psychology of Mathematics & Education of North America and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Text: English
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              Text: 10/5/2017
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