STUDENTS' MEANINGS FOR EXTENSIVE QUANTITATIVE UNKNOWNS.

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Bibliographic Details
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]
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Database:	Education Research Complete

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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]