Early Algebra Thinking
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|Evaluating the role of explanation in mathematics learning — specifically, "why" explanations, or reasoning about why something is true. See, in particular, the abstracts, published articles, and coding schemes and other instruments from Rittle-Johnson's investigations of knowledge development in mathematical equivalence, functions, and patterns, which received funding from the National Science Foundation (NSF). Tutoring Studies include "Preparing to Learn from Math Instruction by Solving Problems," "When Conceptual Instruction Prior to Exploration Improves Mathematical Knowledge," "Effects of Problem Solving Feedback: Prior Knowledge Matters," "Importance of Executive Function for Learning About Patterns," and "Is the Benefit of Self-Explanation Simply Added Time on Task?" Classroom Studies include "Homework," "Delaying instruction improves mathematics problem solving," and "'Just tell me how to solve it' (The impact of including procedural instruction in conjunction with conceptual instruction)."|
|Levels:||Elementary, Middle School (6-8)|
|Resource Types:||Research Centers|
|Math Topics:||Basic Algebra, Patterns/Relationships|
|Math Ed Topics:||Specific Math Concepts/Techniques, Math Ed Research/Reform|
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