(See related pages)
|
|
|
1.3 ConceptsBy viewing algebra as a strand in the curriculum from prekindergarten on, teachers can help students build a foundation of understanding and experience as a preparation for more-sophisticated work in algebra in the middle grades and high school. NCTM Standards 2000, page 37What types of experiences can elementary school teachers provide to build a foundation for understanding algebra. Give examples and explain why they are important for the study of algebra. 1.3 Concepts During grades 3-5, students should be involved in an important transition in their mathematical reasoning. Many students begin this grade band believing that something is true because it has occurred before, because they have seen examples of it, or because their experience to date seems to confirm it. During these grades, formulating conjectures and assessing them on the basis of evidence should become the norm. NCTM Standards 2000, page 188An elementary school student discovered a way to "get from one square number to the next." For example, if you know that 72 is 49, then 82 is 72 + 7 + 8 or 49 + 7 + 8 = 64. Similarly, 92 is 82 + 8 + 9, or 81. Check this method by squaring other numbers. Use diagrams of square numbers to explain why this method works for all square numbers. |