Algebra in Early Mathematics (Final Project - Prelim #6197259)

许多政策制定者和研究人员认为，早期代数有可能使年轻学生的数学更加深入，更具挑战性，同时缩小种族之间的成绩差距。这里提出的研究源于一系列调查年轻少数民族和低社会经济地位学生代数发展的研究。本研究的目的是澄清(a)早期代数与长期数学学习和发展的关系；(b)对上下文的思考如何促进或阻碍数学学习；(c)诸如代数符号符号等重要的传统表征系统如何有助于学生进行数学推理。这项工作将由一种适合处理所提出的问题的混合方法来支持。

Many policy makers and researchers believe that early algebra has the potential to make mathematics substantially deeper and more challenging for young students while narrowing the performance gap between ethnic groups. The study proposed here grows out of a strand of research investigating algebra development with young minority and low SES students. The goals of this research are to clarify (a) how early algebra relates to issues of long term mathematical learning and development; (b) how thinking about contexts contributes to or hinders mathematical learning; and (c) how critical conventional representational systems such as algebraic-symbolic notation contribute to how students reason mathematically. The work will be supported by a mixed methodology suitable to addressing the questions as posed.