Traveling Representations in a Fifth Grade Classroom: An Exploration of Algebraic Reasoning

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
William A. McGalliard III (Creator)
Kerri Richardson, Chair and Associate Professor (Creator)
The University of North Carolina at Greensboro (UNCG )
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Abstract: In this three-day teaching experiment along with follow up interviews, algebraic concepts related to pattern-finding tasks were examined with 25 fifth grade students. The specific focus centered on representations from a realistic mathematics education perspective, meaning a model “of” a situation toward a model “for” a situation. Within this context, certain situational models were found that seemed to travel and permeate throughout the entire class. Students were able to generalize and justify based on the models developed during whole class discussions. Several weeks after the teaching experiment, follow up interviews indicated that the representations generated were still prevalent in students’ descriptions of the activities. Findings, analysis of findings, and implications of the study will be discussed.

Additional Information

Proceedings of the 37th annual meeting of the Research Council on Mathematics Learning
Language: English
Date: 2010
fifth grade, grade school, algebraic reasoning, teaching models, teaching experiment

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