Using Graphical Representations to Develop Students' Correspondence Relationships and Covariational Thinking in Pattern Generalizations in Primary School.
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| Title: | Using Graphical Representations to Develop Students' Correspondence Relationships and Covariational Thinking in Pattern Generalizations in Primary School. |
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| Authors: | Sterner, Helén1,2 (AUTHOR) hse@du.se |
| Source: | International Journal of Science & Mathematics Education. Sep2025, Vol. 23 Issue 6, p1573-1597. 25p. |
| Subject Terms: | *Patterns (Mathematics), *Student engagement, *Primary education, *Teaching methods, *Association of ideas, Representations of graphs, Pattern perception |
| Abstract: | Algebra in primary school requires students to engage in functional thinking, including recursive patterning, covariational thinking, and correspondence relationships. However, research suggests that teaching to develop functional thinking is challenging in lower grades, because it risks resulting in discussions solely centered around recursive patterning. This article reports on an intervention where possibilities and limitations were studied when students used different representations to develop functional thinking while working with pattern generalizations. Sixty-nine students in Grade 6 in four different classes worked with graphs and other representations to identify and justify pattern generalizations. The results showed that the graphical representation enabled students to visualize and justify correspondence relationships, thereby developing their functional thinking. Furthermore, the use of graphs helped the students justify their pattern generalizations and shift their conversations from recursive patterning to covariational thinking and correspondence relationships. Consequently, the results emphasize the importance of teacher awareness in developing students' functional thinking. [ABSTRACT FROM AUTHOR] |
| Copyright of International Journal of Science & Mathematics Education is the property of Springer Nature 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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| Abstract: | Algebra in primary school requires students to engage in functional thinking, including recursive patterning, covariational thinking, and correspondence relationships. However, research suggests that teaching to develop functional thinking is challenging in lower grades, because it risks resulting in discussions solely centered around recursive patterning. This article reports on an intervention where possibilities and limitations were studied when students used different representations to develop functional thinking while working with pattern generalizations. Sixty-nine students in Grade 6 in four different classes worked with graphs and other representations to identify and justify pattern generalizations. The results showed that the graphical representation enabled students to visualize and justify correspondence relationships, thereby developing their functional thinking. Furthermore, the use of graphs helped the students justify their pattern generalizations and shift their conversations from recursive patterning to covariational thinking and correspondence relationships. Consequently, the results emphasize the importance of teacher awareness in developing students' functional thinking. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 15710068 |
| DOI: | 10.1007/s10763-024-10520-z |
