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Creators/Authors contains: "Pérez-Martos, MC"

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  1. ; ; ; ; ; (, PME)
    Evans, T; Marmur, O; Hunter, J; Leach, G; Jhagroo, J (Ed.)
    This case study of one first grade student involves the analysis of three interviews that took place before, during, and after classroom teaching experiments (CTEs). The CTEs were designed to engage children in representing algebraic concepts using graphs. Using a knowledge-in-pieces perspective, our analysis focused on identifying students’ natural intuitions and ways of thinking algebraically about a functional relationship represented using graphs. Findings reveal four seeds, two of which were identified in prior studies, and how the activation and coordination of these seeds results in students' production of function graphs. 
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    Accepted Manuscript Full Text Available
  2. ; ; ; ; ; (, Inženernotehničeskoe obespečenie APK)
    Lindgren, R; Asino, T I; Kyza, E A; Looi, C K; Keifert, D T; Suárez, E (Ed.)
    This study involved a 7-lesson generalized arithmetic classroom teaching experiment (CTE) with kindergarten students. We interviewed four students individually before and after the seven weeks to explore their understandings and representations of arithmetic properties. Here, we report on students' responses to questions on the additive inverse property. Using Skemp’s framework of relational and instrumental understandings (2006), our analysis revealed that most of the interviewed kindergarteners could understand the additive inverse relationally by the end of the CTE. Our interviews revealed that tables and number lines enabled students to articulate more sophisticated understandings of the additive inverse. 
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    Accepted Manuscript Full Text Available