Teaching and Learning Algebraic Thinking with 5- to 12-Year-Olds The
This book highlights new developments in the teaching and learning of algebraic thinking with 5- to 12-year-olds. Based on empirical findings gathered in several countries on five continents, it provides a wealth of best practices for teaching early algeb
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Carolyn Kieran Editor
Teaching and Learning Algebraic Thinking with 5- to 12-Year-Olds The Global Evolution of an Emerging Field of Research and Practice
ICME-13 Monographs Series editor Gabriele Kaiser, Faculty of Education, Didactics of Mathematics, Universität Hamburg, Hamburg, Germany
Each volume in the series presents state-of-the art research on a particular topic in mathematics education and reflects the international debate as broadly as possible, while also incorporating insights into lesser-known areas of the discussion. Each volume is based on the discussions and presentations during the ICME-13 Congress and includes the best papers from one of the ICME-13 Topical Study Groups or Discussion Groups.
More information about this series at http://www.springer.com/series/15585
Carolyn Kieran Editor
Teaching and Learning Algebraic Thinking with 5- to 12-Year-Olds The Global Evolution of an Emerging Field of Research and Practice
123
Editor Carolyn Kieran Département de Mathématiques Université du Québec à Montréal Montréal, QC Canada
ISSN 2520-8322 ISSN 2520-8330 (electronic) ICME-13 Monographs ISBN 978-3-319-68350-8 ISBN 978-3-319-68351-5 (eBook) https://doi.org/10.1007/978-3-319-68351-5 Library of Congress Control Number: 2017954472 © Springer International Publishing AG 2018 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made. The publisher remains neutral with regard to jurisdictional claims in published maps and institutional affiliations. Printed on acid-free paper This Springer imprint is published by Springer Nature The registered company is Springer International Publishing AG The registered company address is: Gewerbestrasse 11, 6330 Cham, Switzerland
Contents
Part I 1
Theoretical Perspectives for Developing Early Algebraic Thinking
The Emergence of Symbolic Algebraic Thinking in Primary School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Luis Radford
2
Implementing a Framework for Early Algebra
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