{"title":"将学生使用分组和数学性质的发展联系起来","authors":"Brandon G. McMillan","doi":"10.1016/j.jmathb.2024.101154","DOIUrl":null,"url":null,"abstract":"<div><p>Understanding algebraic properties is a key component of building mathematical thinking across grades K-8, yet less is known about the development of students' use of mathematical properties within their strategies. This article presents results from four conversations with 24 5th-grade students over a school year, that focus on examining the development of students grouping within strategies for multiplication and division problems. Findings add to previous research on student strategies within multiplication and division by detailing some of the nuances in students' use of grouping. Additionally, a focus on student strategies reveals students' progression in more explicit use of grouping underlies the development of more planful use of the distributive and associative properties of multiplication.</p></div>","PeriodicalId":47481,"journal":{"name":"Journal of Mathematical Behavior","volume":null,"pages":null},"PeriodicalIF":1.0000,"publicationDate":"2024-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Connecting student development of use of grouping and mathematical properties\",\"authors\":\"Brandon G. McMillan\",\"doi\":\"10.1016/j.jmathb.2024.101154\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><p>Understanding algebraic properties is a key component of building mathematical thinking across grades K-8, yet less is known about the development of students' use of mathematical properties within their strategies. This article presents results from four conversations with 24 5th-grade students over a school year, that focus on examining the development of students grouping within strategies for multiplication and division problems. Findings add to previous research on student strategies within multiplication and division by detailing some of the nuances in students' use of grouping. Additionally, a focus on student strategies reveals students' progression in more explicit use of grouping underlies the development of more planful use of the distributive and associative properties of multiplication.</p></div>\",\"PeriodicalId\":47481,\"journal\":{\"name\":\"Journal of Mathematical Behavior\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.0000,\"publicationDate\":\"2024-04-16\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Mathematical Behavior\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S0732312324000312\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Mathematical Behavior","FirstCategoryId":"1085","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0732312324000312","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Connecting student development of use of grouping and mathematical properties
Understanding algebraic properties is a key component of building mathematical thinking across grades K-8, yet less is known about the development of students' use of mathematical properties within their strategies. This article presents results from four conversations with 24 5th-grade students over a school year, that focus on examining the development of students grouping within strategies for multiplication and division problems. Findings add to previous research on student strategies within multiplication and division by detailing some of the nuances in students' use of grouping. Additionally, a focus on student strategies reveals students' progression in more explicit use of grouping underlies the development of more planful use of the distributive and associative properties of multiplication.
期刊介绍：
The Journal of Mathematical Behavior solicits original research on the learning and teaching of mathematics. We are interested especially in basic research, research that aims to clarify, in detail and depth, how mathematical ideas develop in learners. Over three decades, our experience confirms a founding premise of this journal: that mathematical thinking, hence mathematics learning as a social enterprise, is special. It is special because mathematics is special, both logically and psychologically. Logically, through the way that mathematical ideas and methods have been built, refined and organized for centuries across a range of cultures; and psychologically, through the variety of ways people today, in many walks of life, make sense of mathematics, develop it, make it their own.
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