A CASE OF UNITS COORDINATION STAGE CHANGE IN MIDDLE SCHOOL.

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Bibliographic Details
Title:	A CASE OF UNITS COORDINATION STAGE CHANGE IN MIDDLE SCHOOL.
Authors:	Hackenberg, Amy J.¹ ahackenb@iu.edu, Walsh, Patricia A.¹ pawalsh@iu.edu, Valero, Jonathan Rojas¹ jrojasv@iu.edu
Source:	Conference Papers -- Psychology of Mathematics & Education of North America. 2021, p1281-1286. 6p.
Subject Terms:	Classroom design & construction, Learning theories in education, Mathematics education (Middle school), Concept learning, *Educational intervention
Abstract:	A case study of a 7th grade student, Emily, was conducted to understand her change from units coordination stage 1 to 2 over the fall semester of 7th grade. Emily participated in a unit-long classroom design experiment conducted that semester by two of the authors, where units coordination stage change was not an explicit goal. Units coordination refers to how students conceive of relationships between discrete units, like 1s, or measurement units, like lengths, as they solve problems. Students at stage 1 can coordinate two different types of units as they solve a problem, such as the number of packages in a crate containing 6 boxes with 8 packages in each box. However, these students are essentially in a “one’s world” and do not create structures like six 8s. In this paper we carefully document Emily’s stage change. We also consider tasks in the unit that may have supported this significant change. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	A case study of a 7th grade student, Emily, was conducted to understand her change from units coordination stage 1 to 2 over the fall semester of 7th grade. Emily participated in a unit-long classroom design experiment conducted that semester by two of the authors, where units coordination stage change was not an explicit goal. Units coordination refers to how students conceive of relationships between discrete units, like 1s, or measurement units, like lengths, as they solve problems. Students at stage 1 can coordinate two different types of units as they solve a problem, such as the number of packages in a crate containing 6 boxes with 8 packages in each box. However, these students are essentially in a “one’s world” and do not create structures like six 8s. In this paper we carefully document Emily’s stage change. We also consider tasks in the unit that may have supported this significant change. [ABSTRACT FROM AUTHOR]