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dc.contributor.authorAyala Altamirano, Cristina Alejandra 
dc.contributor.authorPinto, Eder
dc.contributor.authorMolina, Marta
dc.contributor.authorCañadas, María C.
dc.date.accessioned2022-06-29T15:56:09Z
dc.date.available2022-06-29T15:56:09Z
dc.date.issued2022-06-25
dc.identifier.issn2227-7390
dc.identifier.urihttp://hdl.handle.net/10835/13868
dc.description.abstractIn this study, we analyze how 9–10-year-old pupils work with equations, a central aspect of algebraic thinking in early grades and a cornerstone for more formal learning of algebra. Specifically, we seek: (a) to describe the main characteristics of the tasks that support algebraic thinking through a translation process from arithmetic word problems to algebraic language and vice versa, and (b) to identify how pupils refer to indeterminate quantities in these contexts and what meaning they give to them. The analysis focuses on the semantic congruence of the expressions proposed by them and on the dialogue they held during the translation process. We analyzed the oral discussion in the pools and the written responses to the problem that pupils posed. The results show that arithmetic word problems allow the indeterminate to become an object of thought for pupils, who represent it in multiple ways and refer to it when proposing equations that represent the structure of each problem. Another finding highlights that reflection on the interpretation of the equations supports the identification of two meanings associated with indeterminate quantities, namely, unknown and variable.es_ES
dc.language.isoenes_ES
dc.publisherMDPIes_ES
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 Internacional*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.subjectarithmetic word problemses_ES
dc.subjectearly algebraes_ES
dc.subjectindeterminate quantitieses_ES
dc.subjectelementary educationes_ES
dc.subjectproblem posinges_ES
dc.subjecttranslationes_ES
dc.titleInteracting with Indeterminate Quantities through Arithmetic Word Problems: Tasks to Promote Algebraic Thinking at Elementary Schooles_ES
dc.typeinfo:eu-repo/semantics/articlees_ES
dc.relation.publisherversionhttps://www.mdpi.com/2227-7390/10/13/2229es_ES
dc.rights.accessRightsinfo:eu-repo/semantics/openAccesses_ES
dc.identifier.doi10.3390/math10132229


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Attribution-NonCommercial-NoDerivatives 4.0 Internacional
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