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    • University of Missouri-Columbia
    • Graduate School - MU Theses and Dissertations (MU)
    • Theses and Dissertations (MU)
    • Dissertations (MU)
    • 2010 Dissertations (MU)
    • 2010 MU dissertations - Freely available online
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    Articulated learning trajectories related to the development of algebraic thinking that follow from patterning concepts in middle grades mathematics

    Olson, Travis Austin, 1978-
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    Date
    2010
    Format
    Thesis
    Metadata
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    Abstract
    The construct of an articulated learning trajectory (ALT) was conceived of and defined to provide a lens through which to view and analyze content development in middle grades mathematics textbooks. The ALTs identified and described were used to characterize the development of patterning and sequence concepts as they relate to algebraic thinking in four middle grades textbook series. The perspectives of clarity, comprehensiveness, accuracy, depth of mathematical inquiry and reasoning, organization, and balance were considered in analyzing the mathematical development of these concepts. Comparisons based on the disciplinary perspectives showed key differences among the ALTs identified across textbooks, including the extent to which authors presented patterns in geometric versus numeric contexts. Mathematical sequences were not well defined in any of the textbook series. The nature of the ALTs identified and the differences in the ALTs across textbook series have implications for the development of pattern concepts leading to algebraic thinking.
    URI
    https://hdl.handle.net/10355/8318
    https://doi.org/10.32469/10355/8318
    Degree
    Ph. D.
    Thesis Department
    Learning, teaching and curriculum (MU)
    Rights
    OpenAccess.
    This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 License.
    Collections
    • Learning, Teaching and Curriculum electronic theses and dissertations (MU)
    • 2010 MU dissertations - Freely available online

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