Developing a frame for analysing different meanings of the concept of variable mediated by tasks in elementary-school mathematics textbooks
DOI:
https://doi.org/10.7146/nomad.v24i3-4.149024Abstract
Pupils’ studies in arithmetic can support the development of their algebraic thinking if arithmetic is taken as a starting point for generalising in sense-making discussions. One of the most prominent concepts in algebra is that of the variable, which can have many different meanings, depending on its context. In this paper, we develop a frame for content analysis of tasks in elementary-school mathematics textbooks. New categories for the meaning of variable are added to previous summaries, based on the literature review and the analysis. The developed frame can be used for analysing curricular materials, especially at the elementary-school level.
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