Introducing functional thinking in Year 2 : a case study of early algebra teaching
Sixty-five Year 2 children with ages ranging from six to seven years participated in a teaching experiment to introduce functional thinking. The results show that young children are capable of generalising, can provide examples of relations and functions, can describe the inverse of such relationships and give valid reasons for how they found the inverse relationships. They also indicate that specific features of instruction assist this process, particularly abstracting underlying mathematical relationships, notably the materials used by the teacher and the children, the types of activities and the questions asked by the teacher. This leads to specific implications for the teaching of arithmetic in the early years.
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|Item Type:||Journal Article|
|Divisions:||Current > Schools > School of Curriculum
Current > QUT Faculties and Divisions > Faculty of Education
|Copyright Owner:||Copyright 2005 Symposium Journals|
|Copyright Statement:||Reproduced in accordance with the copyright policy of the publisher.|
|Deposited On:||25 Mar 2008 00:00|
|Last Modified:||25 Mar 2013 08:07|
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