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Natasha Solomons, S00143722

Gaining insights from research for classroom numeracy planning


Introduction
The chosen mathematical content area is algebra. Often misunderstood, it is
vital to begin exploring algebra in the early years, as it creates the foundations
for ongoing future learning. More emphasis must be placed on the significance
of teaching algebra in the early years, while exploring and linking algebraic
thinking across all areas of mathematics. This paper will critically discuss the key
concepts, strategies and ways of thinking mathematically, while exploring
possible misconceptions and appropriate teaching practices around algebra.
Word Count: 79

Literature Review
Key ideas and concepts underpinning algebra and the language
associated with it.
Algebra in the primary years must be tightly interwoven across all areas of
mathematics (Booker & Windsor, 2010). Therefore the focus in primary schools
should be on algebraic thinking and reasoning, as they go beyond curriculum
topics categorised as algebra, to exploring concepts such as equality and
generalisations, creating more meaningful entries into algebraic symbolism in
the later years. (Van de Walle et al., 2014; Windsor, 2011). The key to
developing early algebraic reasoning is through practices involving
mathematical explanations, representations, justifications and generalisations
(Hunter, 2014). However Warren (2003) suggest algebraic reasoning must
occur in conjunction with arithmetic reasoning (p.2), as algebra needs to focus
on combining arithmetic and algebra within the early years (Hunter, 2012/2015).
The Big Ideas provide the solid foundations for algebra, which include
equivalence, properties, patterns, relations and fractions and transformations
(Charles, 2005). Early experiences with patterns build the foundations of
algebra, through investigating sequences and generalisations (Radford, 2014;
Taylor-Cox, 2003). Additionally relationships between quantities, properties,
operations and equivalence are fundamental concepts which underpin algebraic
thinking and reasoning (Hunter, 2012; Warren, 2003). Authentic dialogue must
be used when exploring algebraic problems, such as same, more, less, balanced
and repeated, as it creates deeper understandings (Falle, 2005; Taylor-Cox,
2003). The key ideas and concepts must be understood to ensure foundations
are covered for further algebraic learning.
Word Count: 219

Key strategies, skills, ways of thinking and working mathematically


that students uses.
For students to master their algebraic thinking and reasoning, they must explore
a number of mathematical concepts such as equivalence and patterns using
strategies including materials, drawings, diagrams, models and discussions with
Natasha Solomons, S00143722

others to explain their thoughts and ideas (Falle, 2005; Brooker & Windor, 2010;
Taylor-Cox, 2003). Students need to develop their algebraic thinking early, as
this skill will support them when they explore algebraic symbolism (Radford,
2014; Xin et al., 2011). During early algebraic thinking, students use their
knowledge of patterns and numerical reasoning to justify and generalise their
thoughts while making conjectures (Hunter, 2012). Students need early
experiences with patterns, as in the later years they will use patterns to produce
algebraic expressions (Warren, 2005). However students need to have a sound
understanding of how repeating patterns work before they begin to explore
more complex patterns (Bobis, Mulligan, Lowrie, 2013). Students should also use
generalised reasoning to justify their mathematical understandings of patterns
(Hunter, 2014). Once students have an understanding of patterns with shapes, it
is important for them to use number patterns that lead to variables (Van de
Walle et al., 2014). Furthermore students need supportive learning environments
where they can explore their strategies, as Hunter (2014) suggests students
need to engage in algebraic reasoning and discourse to strengthen their
mathematical approaches. It is important for students to develop a number of
these key strategies and skills early to support them when they begin to learn
more complex algebra concepts.
Word Count: 243

Possible difficulties and misconceptions.


Many difficulties and misconceptions can arise around students algebraic
understandings if algebraic concepts are not introduced in the early years of
primary schooling. Xin et al. (2011) suggests, to avoid problems and dislikes
when algebra becomes abstract and symbolic, early algebraic concepts must be
taught. However the equal sign is the most common misconception that
students have, as they view it as an indicator to an answer, rather than a
symbol of equivalent operations (Hunter, 2012; Brown, 2008; Stephens, 2003).
Therefore equivalence should be introduced to students in the early years and
the equal sign should be delayed to avoid this misconception.
Misunderstandings also surround patterns, as often when transitioning to
patterns and functions, students experience difficulties, as they do not have the
appropriate language or ability to visualise the pattern (Warren, 2005). Students
often view repeating patterns as only beginning at a particular starting point,
and do not understand that it can extend in both directions (Warren, 2005).
Symbolic representations can also create problems, as Ladele, Ormond and
Hackling (2014) suggest, misconceptions often form from letters being
introduced too early, as students often view the algebraic letter as a word or
object rather than a quantity. Commutative principles may create
misconceptions, as Hunter (2012) explains students limited experiences with
operations and properties may create a lack of understanding operational laws
Natasha Solomons, S00143722

and cause incorrect generalisations. Teachers need to stay aware of theses


possible misconceptions.
Word Count: 234

The implications for teaching.


Often teachers in the primary years are not confident when it comes to teaching
mathematics, as Warren (2006) and Jones (1993) explain teachers often hold
concerns when teaching mathematics and often fear teaching algebra, as it is an
area they struggled with at school. Research states teachers have not had
enough experience constructing rich problems and have limited understandings
of how to connect arithmetic and algebra problems (Hunter, 2012/2015;
Radford, 2014). Teachers must not allow their views of algebra to influence their
teaching, and avoid teaching symbolic representation, as Wilkie (2013) explains
this leads to instrumental understandings. Therefore Warren (2003) and Jones
(1993) explain teachers must move away from formal algorithms and allow
students to interact and share strategies, using relational understandings.
Teachers are faced with a variety of challenges in creating environments where
algebra is available to all abilities and ages of students, as all students learn
differently this takes a considerable amount of time and effort (Hunter, 2014).
Teachers must change their practice to best support their students, they must
also engage in professional development to increase their teacher pedagogical
content knowledge and allow their students to succeed in early algebraic
thinking and reasoning (Nathan & Koedinger, 2000; Hunter 2012). To best
support their students, teachers must continue to increase their content
knowledge around areas they are not confident in. To avoid implications,
teachers must become less concerned with the curriculum content and focus on
what their students need to know.
Word Count: 239

Critique of the Curriculum


The literature review presented big ideas to support students in developing
algebraic thinking and reasoning abilities. One of the big ideas was the
importance of introducing patterns to students from the early years. The
AusVELS curriculum addresses this idea, as it introduces algebra to students in
foundation level, through exploring patterns by copying, continuing and creating
patterns, while also using objects and drawings to describe patterns (VCAA,
2012). However as students move into level 1 there seems to be a big shift from
exploring patterns using drawings, to investigating and describing number
patterns (VCAA, 2012). The research presented in the literature review
suggested that students need time to explore patterns using shapes and objects
before moving onto exploring numbers. Therefore through introducing number
patterns so early in level 1, it may create misconceptions or confusion. Another
idea presented in the literature review was the importance of linking algebra
Natasha Solomons, S00143722

across all areas of mathematics to support students algebraic understandings in


the later years. However the AusVELS curriculum limits the teaching of algebra
to the one sub-strand of patterns and algebra, which restricts students abilities
to develop algebraic thinking and reasoning skills across the curriculum. The
literature review also discusses the importance of equivalence, and how it must
be introduced early to avoid misconceptions. Yet the AusVELS curriculum only
formally begins to introduce equivalence in level 4 through number sentences
(VCAA, 2012), and by this stage misconceptions around equivalence would have
already begun to form. In addition the literature review discussed the
importance of generalising beginning in the early years, although the AusVELS
curriculum does not tend to introduce generalising of number patterns until level
6 (VCAA, 2012). Overall the main aspects that teachers are required to cover
throughout the AusVELS curriculum is number patterns, beginning with number
sequences, moving to addition and subtraction, multiplication and division, then
to fractions and decimals (VCAA, 2012). Although patterns are vital to teach to
develop students algebraic understandings, a number of the ideas which were
explored throughout the literature review were not introduced early enough in
the curriculum. The AusVELS curriculum should readdress algebra, reconsidering
content that needs to be taught across the curriculum, as more emphasis must
be placed on introducing ideas such as equivalence, generalisations, properties
and functions in the early years of schooling, beginning with the foundation
level, before misconceptions form.
Word Count: 389
Conclusion
Clearly algebra must be taught in the early years to support ongoing learning.
The big ideas such as patterns, equivalence, functions and properties, must be
explored to strengthen students understandings and avoid misconceptions.
Teachers must use a wide range of meaningful materials and strategies, while
interweaving algebra across all areas of mathematics to develop students
algebraic thinking, rather than just covering the content expected in the
AusVELS curriculum. Essentially algebra must be made a vital part of early
mathematics, to create strong foundations for the future.
Word Count: 86

Total Word Count: 1479

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