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Young Children's Algebraic Reasoning...

Cavanagh, Mary Clare.

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Young Children's Algebraic Reasoning Abilities.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Young Children's Algebraic Reasoning Abilities./
Author:	Cavanagh, Mary Clare.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2016,
Description:	204 p.
Notes:	Source: Dissertation Abstracts International, Volume: 78-04(E), Section: A.
Contained By:	Dissertation Abstracts International78-04A(E).
Subject:	Early childhood education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10244086
ISBN:	9781369404449

Young Children's Algebraic Reasoning Abilities.
Cavanagh, Mary Clare.

Young Children's Algebraic Reasoning Abilities. - Ann Arbor : ProQuest Dissertations & Theses, 2016 - 204 p.

Source: Dissertation Abstracts International, Volume: 78-04(E), Section: A.

Thesis (Ph.D.)--Arizona State University, 2016.

The purpose of this study was to identify the algebraic reasoning abilities of young students prior to instruction. The goals of the study were to determine the influence of problem, problem type, question, grade level, and gender on: (a) young children's abilities to predict the number of shapes in near and far positions in a "growing" pattern without assistance; (b) the nature and amount of assistance needed to solve the problems; and (c) reasoning methods employed by children.

ISBN: 9781369404449Subjects--Topical Terms:

518817
Early childhood education.

Young Children's Algebraic Reasoning Abilities.
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100 1 $a Cavanagh, Mary Clare. $3 3286858
245 1 0 $a Young Children's Algebraic Reasoning Abilities.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2016
300 $a 204 p.
500 $a Source: Dissertation Abstracts International, Volume: 78-04(E), Section: A.
500 $a Adviser: Carole E. Greenes.
502 $a Thesis (Ph.D.)--Arizona State University, 2016.
520 $a The purpose of this study was to identify the algebraic reasoning abilities of young students prior to instruction. The goals of the study were to determine the influence of problem, problem type, question, grade level, and gender on: (a) young children's abilities to predict the number of shapes in near and far positions in a "growing" pattern without assistance; (b) the nature and amount of assistance needed to solve the problems; and (c) reasoning methods employed by children.
520 $a The 8-problem Growing Patterns and Functions Assessment (GPFA) , with an accompanying interview protocol, were developed to respond to these goals. Each problem presents sequences of figures of geometric shapes that differ in complexity and can be represented by the function, y = mf +b: in Type 1 problems (1 - 4), m = 1, and in Type 2 problems (5 - 8), m = 2. The two questions in each problem require participants to first, name the number of shapes in the pattern in a near position, and then to identify the number of shapes in a far position. To clarify reasoning methods, participants were asked how they solved the problems.
520 $a The GPFA was administered, one-on-one, to 60 students in Grades 1, 2, and 3 with an equal number of males and females from the same elementary school. Problem solution scores without and with assistance, along with reasoning method(s) employed, were tabulated.
520 $a Results of data analyses showed that when no assistance was required, scores varied significantly by problem, problem type, and question, but not grade level or gender. With assistance, problem scores varied significantly by problem, problem type, question, and grade level, but not gender.
590 $a School code: 0010.
650 4 $a Early childhood education. $3 518817
650 4 $a Elementary education. $3 641385
650 4 $a Mathematics education. $3 641129
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710 2 $a Arizona State University. $b Curriculum and Instruction. $3 1677943
773 0 $t Dissertation Abstracts International $g 78-04A(E).
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791 $a Ph.D.
792 $a 2016
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10244086