The emergence of algebraic thinking: students’ strategies concerning the notion of mathematical equivalence

Authors

  • Nathalie Anwandter Cuellar Université du Québec en Outaouais, Canadá , Université du Québec en Outaouais, Canadá
  • Geneviève Lessard Université du Québec en Outaouais, Canadá , Université du Québec en Outaouais, Canadá
  • Manon Boily Université du Québec à Montréal, Canadá , Université du Québec à Montréal, Canadá
  • Danielle Mailhot Université du Québec en Outaouais, Canadá, Mailhot , Université du Québec en Outaouais, Canadá, Mailhot

DOI:

https://doi.org/10.24197/edmain.2.2019.1-16

Keywords:

Algebraic thinking, Mathematical equivalence, Strategies, Students, Preschool

Abstract

In this article, we present the results of a collaborative research conducted in Ontario. The objective of the study was to characterize preschool students’ algebraic thinking strategies concerning the notion of mathematical equivalence. To do so, we proposed two tasks to 36 students from three different classes and analyzed their strategies. Our results highlight 14 strategies used by students to work with the concept of equivalence; within these, three facilitated reasoning associated to algebraic thinking. Our research demonstrates that preschool children can reason on the notion of equivalence in a relational manner well before algebra is formally introduced.

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Published

2019-12-15

Issue

Vol. 8 No. 2 (2019)

Section

Articles

License

The articles published at Edma 0-6: Childhood Mathematics Education will have a Creative Commons Attribution 4.0 International License (CC BY 4.0).

The journal allows the authors to retain publishing rights. Authors may reprint their articles in other media without having to request authorization, provided they indicate that the article was originally published in Título de la revista.

How to Cite

The emergence of algebraic thinking: students’ strategies concerning the notion of mathematical equivalence. (2019). Edma 0-6: Educación Matemática En La Infancia, 8(2), 1-16. https://doi.org/10.24197/edmain.2.2019.1-16