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dc.contributor.advisorGrouws, Douglas A.eng
dc.contributor.authorOlson, Travis Austin, 1978-eng
dc.date.issued2010eng
dc.date.submitted2010 Springeng
dc.descriptionTitle from PDF of title page (University of Missouri--Columbia, viewed on May 27, 2010).eng
dc.descriptionThe entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file.eng
dc.descriptionDissertation advisor: Dr. Douglas A. Grouws.eng
dc.descriptionVita.eng
dc.descriptionPh. D. University of Missouri--Columbia 2010.eng
dc.description.abstractThe 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.eng
dc.description.bibrefIncludes bibliographical referenceseng
dc.format.extentxxvi, 403 pageseng
dc.identifier.merlinb77829530eng
dc.identifier.oclc656263537eng
dc.identifier.urihttps://hdl.handle.net/10355/8318
dc.identifier.urihttps://doi.org/10.32469/10355/8318eng
dc.languageEnglisheng
dc.publisherUniversity of Missouri--Columbiaeng
dc.relation.ispartofcommunityUniversity of Missouri--Columbia. Graduate School. Theses and Dissertationseng
dc.rightsOpenAccess.eng
dc.rights.licenseThis work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 License.
dc.subject.lcshMathematics -- Study and teaching (Middle school)eng
dc.subject.lcshAlgebra -- Study and teaching (Middle school)eng
dc.subject.lcshMathematics -- Textbookseng
dc.subject.lcshAlgebraic logiceng
dc.subject.lcshCurriculum changeeng
dc.titleArticulated learning trajectories related to the development of algebraic thinking that follow from patterning concepts in middle grades mathematicseng
dc.typeThesiseng
thesis.degree.disciplineLearning, teaching and curriculum (MU)eng
thesis.degree.grantorUniversity of Missouri--Columbiaeng
thesis.degree.levelDoctoraleng
thesis.degree.namePh. D.eng


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