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ERIC Number: EJ1305680
Record Type: Journal
Publication Date: 2021-Jun
Pages: 11
Abstractor: ERIC
ISBN: N/A
ISSN: ISSN-0025-5769
EISSN: N/A
Available Date: N/A
"Counting" on Quantitative Reasoning for Algebra
Burch, Lori; Tillema, Erik S.; Gatza, Andrew M.
Mathematics Teacher: Learning and Teaching PK-12, v114 n6 p452-462 Jun 2021
As algebra teachers, the authors explore the following question in this article: "How can algebra 1, algebra 2, and precalculus teachers support students to develop algebraic reasoning and understanding of structure that can serve them in day-to-day algebraic computation?" The article shows how the algebraic identity "(a + b)[superscript 3] = a[superscript 3] + 3a[superscript 2]b + 3ab[superscript 2] + b[superscript 3]" can be generalized from quantitative reasoning in the context of combinatorics problems like the Card Problem (Tillema and Burch 2020). The article then illustrates how the combinatorial reasoning students develop in the Card Problem can support them to see combinatorial structure across algebraic computations. Throughout the article, the authors share work from students and teachers with whom the approach was developed.
National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail: publicationsdept@nctm.org; Web site: https://pubs.nctm.org/
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF), Division of Research on Learning in Formal and Informal Settings (DRL)
Authoring Institution: N/A
Grant or Contract Numbers: DRL1419973; DRL1920538
Author Affiliations: N/A