Grade 6 Students' Preinstructional Use of Equations To Describe and Represent Problem Situations.

By Joanna Swafford, Cynthia W. Langrall. 2000

167 citations recorded by the source corpus.

Subfields: Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/fe3b24edd2e3003c3e9fcb7fe4f734031292330b

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Citations in the corpus

Generalization and Justification: The Challenge of Introducing Algebraic Reasoning Through Patterning Activities (2005, background): “Researchers (Kenney, Zawojewski, & Silver, 1998; Stacey, 1989; Swafford & Langrall, 2000) have demonstrated that such activities encourage students to construct a variety of generalizations.”
Algebraic generalisation strategies: Factors influencing student strategy selection (2006, background): “Previous studies (Healy & Hoyles, 1999; Stacey & MacGregor, 2001; Swafford & Langrall, 2000; Warren, 2004; Zazkis, 2001) have focused on one or two factors.”
Relationships between Students' Fractional Knowledge and Equation Writing. (2015, background): “…fractions as multipliers of unknowns or variables—for instance, conceiving of and symbolizing one fifth of an unknown length as (1/5)x.4 For example, Swafford and Langrall (2000) asked 10 sixth-grade students who had not received formal algebra instruction to work on six algebraic problems that…”
Middle school children’s cognitive perceptions of constructive and deconstructive generalizations involving linear figural patterns (2008, background): “For example, Swafford and Langrall (2000) asked ten middle- to high-math achieving 6th grade students to solve the borders pattern task prior to a formal course in algebra.”
“Rising to the challenge”: using generalization in pattern problems to unearth the algebraic skills of talented pre-algebra students (2008, background): “Some have found that while students are able to generalize arithmetic situations they are familiar with, such as proportional or linear relationships, they have difficulty generalizing less familiar arithmetic situations, such as non-linear relationships (De Bock et al. 2002; Swaford and Langrall 20”