Relational thinking with indefinite quantities - case studies from elementary school children
Résumé
Early algebra is becoming more and more important in research of mathematics education. Relational thinking and variables are emphasized as essential sub-areas of algebraic thinking. The article provides an insight into kindergarten and elementary school children's abilities to establish relationships between quantities. The children's approaches can be described in a continuum between number-oriented and structure-oriented approaches. The influence of indefinite quantities can be shown by comparing three case studies.
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