Grounded theory of productive practices for algebraic thinking.

Store, Jessie Chitsanzo

In response to students’ difficulties with algebra, many have advocated for algebraic thinking in elementary schools as a route to algebra. However, many studies show students’ difficulties with algebraic thinking and teachers’ challenges with creating a context that supports reasoning. This article presents a constructivist-grounded theory of interdependent practices that supports algebraic thinking based on a longitudinal study. The theory emerged from data collected from an after-school mathematical reasoning project with six elementary schools.

ALGEBRA education in elementary schools; MATHEMATICAL ability; GROUNDED theory

Investigations in Mathematics Learning, 2018, Vol 10, Issue 1, p9

1947-7503

Academic Journal

10.1080/19477503.2017.1375353