Araştırma Makalesi
BibTex RIS Kaynak Göster

THE IMPETUS FOR TEACHING ALGEBRA IN THE EARLY GRADES

Yıl 2014, Cilt: 3 Sayı: 5, 48 - 71, 03.11.2014

Öz

Algebra is one of the core subjects of secondary school
mathematics. Having weak conceptual understanding of algebra and a low level of
algebraic thinking skills causes low student performance in mathematics
courses. Therefore, some scholars suggest introducing algebraic concepts in the
elementary level to help students succeed in mathematics. The goal of this
paper is to examine some of the current practices and studies on teaching
algebra in the elementary grades and discuss their implications on curriculum
development and teaching.

Kaynakça

  • Akkan, Y., Çakıroğlu, Ü., & Güven, B. (2009). İlköğretim 6. ve 7. sınıf öğrencilerinin denklem oluşturma ve problem kurma yeterlilikleri. Mehmet Akif Ersoy Üniversitesi Egitim Fakültesi Dergisi, 17, 41-55.
  • Bastable, V., & Schifter, D. (2008). Classroom stories: Examples of elementary students engaged in early algebra. In J. J. Kaput, D. W. Carraher, & M. L. Blanton (Eds.), Algebra in the early grades (pp.165-184). New York: Lawrence Erlbaum Associates. Bell, A. (1995). Purpose in school algebra. Journal of Mathematical Behavior, 14, 41-73.
  • Blanton, M. L., & Kaput, J. J. (2005). Characterizing a classroom practice that promotes algebraic reasoning. Journal for Research in Mathematics Education, 36(5), 412-446.
  • Cai, J. (2004a). Developing algebraic thinking in the early grades: A case study of the Chinese elementary school curriculum. The Mathematics Educator [Singapore], 8, 107-130.
  • Cai, J. (2004b). Introduction. The Mathematics Educator [Singapore], 8, 1-5.
  • Cai, J. & Knuth, E. J. (2005). The development of students’ algebraic thinking in earlier grades from curricular, instructional, and learning perspectives. Zentralblatt für Didaktik der Mathematik, 37, 1-4.
  • Cai, J. & Moyer, J. (2008). Developing algebraic thinking in earlier grades: Some insights from international comparative studies. In C. E. Greenes, & R. Rubenstein (Eds.), Algebra and algebraic thinking in school mathematics (pp.169-180). Reston, VA: NCTM.
  • Carpenter, T. P., Franke, M. L., & Levi, L. (2003). Thinking mathematically: Integrating arithmetic and algebra in elementary school. Portsmouth, NH: Heinemann.
  • Carraher, D. W., Schliemann A. D., Brizuela B. M., & Earnest, D. (2006). Arithmetic and algebra in early mathematics education. Journal for Research in Mathematics Education, 37(2), 87-115.
  • Carraher, D. W., Schliemann, A. D., & Schwartz, J. L. (2008). Early algebra is not the same as algebra early. In J. J. Kaput, D. W. Carraher, & M. L. Blanton (Eds.), Algebra in the early grades (pp.235-272). New York: Lawrence Erlbaum Associates. Clements, D. H., & Sarama, J. (2007). Effects of a preschool mathematics curriculum: Summative research on the Building Blocks project. Journal for Research in Mathematics Education, 38, 136-163.
  • Curcio, F. R., & Schwartz, S. L. (1997). What does algebraic thinking look like and sound like with preprimary children. Teaching Children Mathematics, 3, 296-300.
  • Driscoll, M. (1999). Fostering algebraic thinking: A guide for teachers, grade 6-10. Portsmouth, NH: Heinemann.
  • Ferrucci, B. J., Kaur, B., Carter, J. A., & Yeap, B. (2008). Using a model approach to enhance algebraic thinking in the elementary school mathematics classroom. In C. E. Greenes, & R. Rubenstein (Eds.), Algebra and algebraic thinking in school mathematics (pp.195-209). Reston, VA: NCTM.
  • Ferrini-Mundy, J., Lappan, G., & Phillips, E. (1997). Experiences in patterning. Teaching Children Mathematics, 3, 282-288.
  • Franke, M. L., Carpenter, T. P., & Battey, D. (2008). Content matters: Algebraic reasoning in teacher professional development. In J. J. Kaput, D. W. Carraher, & M. L. Blanton (Eds.), Algebra in the early grades (pp.333-359). New York: Lawrence Erlbaum Associates. Fujii, T. & Stephens, M. (2008). Using number sentences to introduce the idea of variable. In C. E. Greenes, & R. Rubenstein (Eds.), Algebra and algebraic thinking in school mathematics (pp.127-140). Reston, VA: NCTM.
  • Gürbüz, R. & Akkan, Y. (2008). Farklı öğrenim seviyesindeki öğrencilerin aritmetikten cebire geçiş düzeylerinin karşılaştırılması: Denklem örneği. Eğitim ve Bilim, 33, 64-76.
  • Herscovics, N., & Linchevski, L. (1994). A cognitive gap between arithmetic and algebra. Educational Studies in Mathematics, 27, 59-78.
  • Johanning, D. I. (2004). Supporting development of algebraic thinking in middle school: A closer look at students’ informal strategies. Journal of Mathematical Behavior, 23, 371-388.
  • Kaput, J. J. (1999). Teaching and learning a new algebra. In E. Fennema, & T. Romberg (Eds.), Mathematics classrooms that promote understanding (pp. 133-155). Mahwah, NJ: Erlbaum.
  • Kaput, J. J. (2008). What is algebra? What is algebraic reasoning? In J. J. Kaput, D. W. Carraher, & M. L. Blanton (Eds.), Algebra in the early grades (pp.5-17). New York: Lawrence Erlbaum Associates.
  • Kieran, C. (1989). The early learning of algebra: A structural perspective. In S. Wagner & C. Kieran (Eds.), Research issues in the learning and teaching of algebra (pp. 33-56). Reston, VA: NCTM.
  • Kieran, C. (1992). The learning and teaching of school algebra. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 390-419). New York: Macmillan.
  • Kieran, C. (2004). Algebraic thinking in the early grades: What is it? The Mathematics Educator [Singapore], 8, 139-151.
  • Kieran, C. (2007). Learning and teaching algebra at the middle school through college levels: Building meaning for symbols and their manipulation. In F. K. Lester, Jr. (Ed.), Second handbook of research on mathematics teaching and learning (pp. 707-762). Charlotte, NC: Information Age Publishing.
  • Knuth, E. J., Stephens, A. C., McNeil, N. M. & Alibali, M. W. (2006). Does understanding equal sign matter? Evidence from solving equations. Journal for Research in Mathematics Education, 37(4), 297-312.
  • Lew, H. C. (2004). Developing algebraic thinking in early grades: Case study of Korean elementary school mathematics. The Mathematics Educator [Singapore], 8, 88-106.
  • Schmittau, J., & Morris, A. (2004). The development of algebra in the elementary mathematics curriculum of V. V. Davydov. The Mathematics Educator [Singapore], 8, 60-87.
  • Sfard, A., & Linchevski, L. (1994). The gains and the pitfalls of reification: The case of algebra. Educational Studies in Mathematics, 26, 191-228.
  • Slavit, D. (1999). The role of operation sense in transitions from arithmetic to algebraic thought. Educational Studies in Mathematics, 37, 251-274.
  • Threlfall, J. (1999). Repeating patterns in the primary years. In A. Orton (Ed.). Pattern in the teaching and learning of mathematics (pp. 18–30). Cassell, London.
  • Tierney, C., & Monk, S. (2008). Children’s reasoning about change over time. In J. J. Kaput, D. W. Carraher, & M. L. Blanton (Eds.), Algebra in the early grades (pp.185-200). New York: Lawrence Erlbaum Associates.
  • van den Heuvel-Panhuizen, M. & Wijers, M. (2005). Mathematics standards and curricula in the Netherlands. Zentralblatt für Didaktik der Mathematik, 37, 287-307.
  • Warren, E. & Cooper, T. J. (2008). Patterns that support early algebraic thinking in the elementary school. In C. E. Greenes, & R. Rubenstein (Eds.), Algebra and algebraic thinking in school mathematics (pp.113-126). Reston, VA: NCTM.
  • Watanebe, T. (2008). Algebra in elementary school: A Japanese perspective. In C. E. Greenes, & R. Rubenstein (Eds.), Algebra and algebraic thinking in school mathematics (pp.183-193). Reston, VA: NCTM.
  • Willoughby, S. S. (1997). Functions from kindergarten through six grade. Teaching Children Mathematics, 3, 314-318.
  • Yackel, E. (1997). A foundation for algebraic reasoning in the early grades. Teaching Children Mathematics, 3, 276-280.
  • Yenilmez, K., & Teke, M. (2008). Yenilenen matematik programının öğrencilerin cebirsel düşünme düzeylerine etkisi. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 9, 229-246.
Toplam 37 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Bölüm Makaleler
Yazarlar

Hülya Kılıç

Yayımlanma Tarihi 3 Kasım 2014
Yayımlandığı Sayı Yıl 2014 Cilt: 3 Sayı: 5

Kaynak Göster

APA Kılıç, H. (2014). THE IMPETUS FOR TEACHING ALGEBRA IN THE EARLY GRADES. Edu 7: Yeditepe Üniversitesi Eğitim Fakültesi Dergisi, 3(5), 48-71.
AMA Kılıç H. THE IMPETUS FOR TEACHING ALGEBRA IN THE EARLY GRADES. EDU7. Kasım 2014;3(5):48-71.
Chicago Kılıç, Hülya. “THE IMPETUS FOR TEACHING ALGEBRA IN THE EARLY GRADES”. Edu 7: Yeditepe Üniversitesi Eğitim Fakültesi Dergisi 3, sy. 5 (Kasım 2014): 48-71.
EndNote Kılıç H (01 Kasım 2014) THE IMPETUS FOR TEACHING ALGEBRA IN THE EARLY GRADES. Edu 7: Yeditepe Üniversitesi Eğitim Fakültesi Dergisi 3 5 48–71.
IEEE H. Kılıç, “THE IMPETUS FOR TEACHING ALGEBRA IN THE EARLY GRADES”, EDU7, c. 3, sy. 5, ss. 48–71, 2014.
ISNAD Kılıç, Hülya. “THE IMPETUS FOR TEACHING ALGEBRA IN THE EARLY GRADES”. Edu 7: Yeditepe Üniversitesi Eğitim Fakültesi Dergisi 3/5 (Kasım 2014), 48-71.
JAMA Kılıç H. THE IMPETUS FOR TEACHING ALGEBRA IN THE EARLY GRADES. EDU7. 2014;3:48–71.
MLA Kılıç, Hülya. “THE IMPETUS FOR TEACHING ALGEBRA IN THE EARLY GRADES”. Edu 7: Yeditepe Üniversitesi Eğitim Fakültesi Dergisi, c. 3, sy. 5, 2014, ss. 48-71.
Vancouver Kılıç H. THE IMPETUS FOR TEACHING ALGEBRA IN THE EARLY GRADES. EDU7. 2014;3(5):48-71.

EDU7 dergisinde araştırma makaleleri, düşünce yazıları ve kitap analiz olmak üzere üç bölüm yer almaktadır.

Gizlilik

EDU7 dergi yönetim sistemine girilen isim ve elektronik posta adresleri gibi kişisel bilgiler, yalnızca bu derginin amaçları doğrultusunda kullanılacaktır. Bu bilgiler başka bir amaç için kullanılmayacak olup, üçüncü taraflarla paylaşılmayacaktır.

Arşivleme

EDU7 dergisinde yayınlan tüm makalelere ait üst veriler ve tam metinler TÜBİTAK ULAKBİM Sosyal Bilimler Veritabanı aracılığıyla ULAKBİM sunucularında saklanmakta ve sunulmaktadır.