NOMAD – 24(3-4), 2019
Volume 24, No 3-4, November 2019
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Peter Hästö and Riikka Palkki
Finnish students’ flexibility and its relation to speed and accuracy in equation solving
Anna-Maija Partanen and Pieti Tolvanen
Developing a frame for analysing different meanings of the concept of variable mediated by tasks in elementary-school mathematics textbooks
Inger Eriksson, Sanna Wettergren, Jenny Fred, Anna-Karin Nordin, Martin Nyman och Torbjörn Tambour
Materialisering av algebraiska uttryck i helklassdiskussioner med lärandemodeller som medierande redskap i årskurs 1 och 5
Cecilia Kilhamn and Ann-Sofi Röj-Lindberg
Algebra teachers’ questions and quandaries – Swedish and Finnish algebra teachers discussing practice
Skapad: 2019-11-27 kl. 16:33
NOMAD 24(3-4), 2019
Algebraic thinking and level of generalisation: students’ experiencing of comparisons of quantities
This article explores grade 1 students’ different ways of experiencing quantity comparisons after participating in teaching designed as a learning activity using tasks from the Davydov curriculum. A phenomenographic analysis generated three hierarchical ways of experiencing comparisons: counting numerically, relating quantities, and conserving relationships. The first category comprises arithmetic ways of thinking, whereas the second and third categories comprise algebraic ways of thinking. Algebraic thinking was identified as reflections on relationships between quantities at different levels of generalisation. The implications of these results in relation learning activity theory are discussed.
Helena Eriksson is a PhD student at the Department of Mathematics and Science Education, Stockholm university. Her PhD-project concerns learning activity as a framework for designing teaching as well as a framework for research. Helena is engaged in teacher education at Dalarna University and is a teacher for special needs education in the municipality of Borlänge.
Skapad: 2019-11-27 kl. 16:27