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dc.contributor.authorTillema, Erik
dc.date.accessioned2014-03-04T02:48:23Z
dc.date.available2014-03-04T02:48:23Z
dc.date.issued2007-08
dc.identifier.othertillema_erik_s_200708_phd
dc.identifier.urihttp://purl.galileo.usg.edu/uga_etd/tillema_erik_s_200708_phd
dc.identifier.urihttp://hdl.handle.net/10724/24302
dc.description.abstractThe purpose of this study was to understand how eighth grade students used their symbolizing activity in interaction with a teacher-researcher to begin constructing an algebraic symbol system. Symbolizing activity notation, diagrams, and natural language that the students generated in the process of solving quantitative problem situationsÑwas taken as the basis for studying the construction of an algebraic symbol system. So, rather than take an algebraic symbol system as a given (e.g., start with problems that involved conventional algebraic notation like 3x= 75), the goal of the study was to understand students' generation of notation, diagrams, and natural language for their operations, schemes, and concepts. A central reason for this approach was to base definitions of algebraic symbol systems in students' generation of notation, diagrams, and natural language. As a teacher-researcher, I taught three eighth graders at a rural middle school in Georgia in a constructivist teaching experiment from October 2005 to May 2006. All teaching episodes were videotaped with two camerasÑone to capture student work and one to capture student teacher interaction. During the year, I posed quantitative problem situations that, from my perspective, involved multiplicative combinations, binomial reasoning, quadratic equations, and linear and quadratic functions. The analysis presented in my dissertation pertains to the problems I posed that involved multiplicative combinations and led to the students finding the sum of the first so many whole numbers (e.g., 1 + 2 + É + 15). In retrospective analysis of the videotapes, I constructed second-order models that accounted for changes that students made in their mathematical way of operating and accounted for how they used their notation, diagrams, and natural language to symbolize their activity. Students' multiplicative structures were significant resources in how they solved problems involving multiplicative combinations, how they produced the sum of the first so many whole numbers, and whether they engaged in recursive multiplicative reasoning. The data suggest that using one's notation to externalize the functioning of one's scheme and operating on this notation with operations that are internal or external to the scheme is one important aspect of constructing an algebraic symbol system.
dc.languageeng
dc.publisheruga
dc.rightspublic
dc.subjectAlgebra
dc.subjectAlgebraic Reasoning
dc.subjectNotation
dc.subjectSymbol Systems
dc.subjectAlgebraic Symbol Systems
dc.subjectMultiplicative Combinations
dc.subjectCombinatorial Reasoning
dc.subjectTwo-Dimensional Multiplicative Reasoning
dc.subjectOperations
dc.subjectScheme Theory
dc.subjectQuantitative Reasoning
dc.subjectRadical Constructivism
dc.subjectT
dc.titleStudents' construction of algebraic symbol systems
dc.typeDissertation
dc.description.degreePhD
dc.description.departmentMathematics and Science Education
dc.description.majorMathematics Education
dc.description.advisorLeslie P. Steffe
dc.description.committeeLeslie P. Steffe
dc.description.committeeGeorge Stanic
dc.description.committeePaola Sztajn


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