Early algebra as a tool for analysis and understanding of arithmetic problems in primary

Authors

  • Ana Medrano Universidad Nacional Autónoma de México. México D.F. (México)
  • Rosa Del Carmen Flores-Macías Universidad Nacional Autónoma de México. México D.F. (México)

DOI:

https://doi.org/10.17981/cultedusoc.9.1.2018.01

Keywords:

Word-problem solution; transfer; early algebra; representation

Abstract

The purpose of this article was to evaluate the effect of an instructional sequence ba-sed on Instruction of Extension of Schemes over the performance in the solution and re-presentation of arithmetic problems of Total (Fuchs, Fuchs, Prentice, Hamlett, Finelli & Courey, 2004) and algebraic (Schliemann, Carraher, Brizuela and Jones, 2011). A pre-test – posttest design with control group was proposed. 27 third grade students for-med the experimental group (EG) and 21 fourth grade students formed the control group (CG). The results suggest a positive differential effect on the group that was ex-posed to the instructional sequence (EG) on the solution and algebraic representation of total arithmetic problems, as well as a po-sitive differential effect in solving algebraic problems. We argument about of implemen-ting this type of instructional sequences in elementary school are discussed.

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Published

2018-07-01

How to Cite

Medrano, A., & Flores-Macías, R. D. C. (2018). Early algebra as a tool for analysis and understanding of arithmetic problems in primary. CULTURA EDUCACIÓN Y SOCIEDAD, 9(1), 9–26. https://doi.org/10.17981/cultedusoc.9.1.2018.01

Issue

Vol. 9 No. 1 (2018): Cultura Educación y Sociedad

Section

ARTICLES

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