Supporting Students' Conceptions of Algebraic Equations and Expressions Using Realistic Mathematics Education (RME) Design Theory
1 online resource (237 pages) : PDF
University of North Carolina at Charlotte
This study investigated ways to support students’ development of mathematical meaning making as they learned to simplify and solve algebraic expressions and equations. The literature addresses the occurrence of specific conceptions by students of all ages through prior research (Blanton, 2008; Blanton & Kaput, 2005; Herscovics & Linchevski, 1994; Kaput, 2008; Kieran, 1992; Linchevski & Herscovics, 1996; NCTM< 2000; Philipp, 1992; Seng, 2010; Sfard, 1991; Underwood Gregg & Yackel, 2002; Warren & English, 2000). This qualitative design research study explored the use of an instructional design theory, Realistic Mathematics Education (RME) with the implementation of The Candy Shop instructional sequence by Underwood Gregg & Yackel (2002) to support students’ learning of this content area. The overall goal of the study was to observe what classroom mathematical practices emerged to support students’ in their initial conceptualizations of these algebraic concepts and use those practices to make revisions to the instructional sequence.
5TH GRADEALGEBRAALGEBRAIC EQUATIONSALGEBRAIC EXPRESSIONSDESIGN THEORYREALISTIC MATHEMATICS EDUCATION
Curriculum & Instruction
Cifarelli, VicPolly, DrewUnderwood Gregg, Diana
Thesis (Ph.D.)--University of North Carolina at Charlotte, 2015.
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