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Creators/Authors contains: "Liao, N"

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  1. ; ; ; ; ; (, Fourteenth Congress of the European Society for Research in Mathematics Education (CERME14))
    This study consisted of Grades 1 and 2 (ages 6-8) classroom teaching experiments (CTE) with a lesson sequence focused on graphical representations of algebraic relationships. We interviewed students before, during, and after the CTE. Here we report on the progression of one Grade 2 (age 7) student’s thinking across the CTE. Prior to the CTE, the student had not previously interacted with representations of algebraic relationships. By the end of the CTE, the student was able to generalize about the functional relationships using graphs. This study illustrates how a learning trajectory modeling students’ understandings of function graphs can be used to characterize one children’s learning and provides evidence that young students are able to reason with function graphs. 
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    Free, publicly-accessible full text available February 13, 2026