Early Algebraic Reasoning: Developing Relational Thinking Through The Flow of Lesson
Keywords:
Early Algebra, Flow of Lesson, Relational ThinkAbstract
Almost students in high school level face many difficulties while learning Algebra. Nowadays, educators try to solve this problem through integrating algebraic reasoning to the elementary school curriculum. Relational thinking is conceived as the main branch of early algebraic reasoning. Hence, this work aimed to identify the relational thinking of students in grade one. This relational thinking developed through Flow of Lesson (connection between the real world of students and the real world of mathematics) in the classroom of mathematics implementing Lesson Study and Open Approach. Qualitative approach that uses a participatory ethnography study as a member of Lesson Study team. This Lesson Study team worked collaboratively used Japanese mathematics textbooks in the Thai version. Data was collected from students' written works, audio-video tape recordings, and strengthened by field notes from the Lesson Study team. The results show: 1) real-world representation help students to underlay the relationship between numbers; 2) diagram as semi-concrete aids help students to structure number sentences; 3) mathematical representation building from real-world representation and semi-concrete aids, help students to structure number sentences in general case. Therefore, this mathematics classroom model can be one alternative solution to encourage students' relational thinking.
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