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Algebraic Thinking Equality

Algebraic Thinking Equality. Participants will establish that students have some very common misconceptions about the meaning and use of the equal sign Participants will explore strategies to help students develop an understanding of the meaning and use of the equal sign.

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Algebraic Thinking Equality

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  1. Algebraic ThinkingEquality

  2. Participants will establish that students have some very common misconceptions about the meaning and use of the equal sign • Participants will explore strategies to help students develop an understanding of the meaning and use of the equal sign. • Participants will develop an understanding of the importance of the concept of equality in algebraic reasoning. Outcomes:

  3. Read forward and chapter 1 • Use notecards to record important statements Reading:

  4. Person #1 reports one idea that she/he recorded • While Person #1 reports, other group members listen, but do not question Person#1, comment, or give clues. • When Person #1 finishes, Person #2 reports while the group listens. • Repeat until all group members have reported all of their ideas. • The group discusses ideas that were reported. Go-Around One Protocol

  5. What answers did your students give? • Why did they give these answers? • Was this what you expected students to be able to do? • For your students who got 7, how did they get it? 8+4= + 5

  6. 8+4= + 5

  7. Are the students we observed struggling with the concept of equality? • Why are students struggling with this elementary idea? • Do students appear to get better with more experience? • How does the calculator lead to the misconception of the meaning of equality? • Read Chapter 2, page 9 8+4= + 5

  8. Highlight your big ideas for later discussion Reading – Children’s Understanding of Equality

  9. Person #1 reports one idea that she/he recorded • While Person #1 reports, other group members listen, but do not question Person#1, comment, or give clues. • When Person #1 finishes, Person #2 reports while the group listens. • Repeat until all group members have reported all of their ideas. • The group discusses ideas that were reported. Go-Around One Protocol

  10. How did the student in this study do compared to our students? • What are some common misconceptions that students have about the equal sign? • How should students be thinking about the equal sign? • What are some ways Karen Falkner used to help her students develop a better understanding of the equal sign? Article Big Ideas

  11. Equality Handout for notes • Prepare for table discussions Understanding EqualityVideos 1.1-1.3

  12. Read pages 15-16 • Work with grade level groups • Write a series of T/F sentences that you will use with your students • Record on chart paper • Share how you hope that the student thinking would progress with this series. • Why is each sentence important? • What does equality mean? T/F Sentences

  13. Talk about teacher decisions • Why were certain number sentences particularly good? • What number sentences might you have added to help out? • How does the sequence build understanding? • Revise your T/F sentences Understanding EqualityVideo 1.5

  14. Do the T/F sentences you developed with your students • Be prepared to share student observations • Read chapter 2 Homework

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