Gaining insights from research for classroom planning of Algebra

[Mary-Anne Sammut-S00103680]

Introduction
In the past it was believed that the introduction of algebra in primary schools should not occur until
primary students have a comprehensive arithmetic knowledge foundation (Radford, 2010). On the
basis of this, once students were classified as ready to start thinking algebraically, students would
be challenged with various misconceptions, which as Falkner, Levi & Carpenter (1999) suggest,
would result in students struggling to make relational sense of algebra, and instead would mean
students would focus on memorising rules. These findings have therefore stressed the importance to
introduce algebra and arithmetic learning at the same time, in order to prevent such misconceptions.
This literature review will therefore outline the common algebraic misconceptions primary school
students have, and will then discuss the strategies and thinking skills which students need in order
to eliminate these misconceptions. This Literature review will then outline the concepts and ideas
that students in primary school are required to learn about algebra, as well as the key teaching
strategies that a teacher is encouraged to enact when teaching this subject.
Common Misconceptions
As Van de Walle, Karp & Bay-Williams (2013) mention, in the past, algebra consisted primarily of
symbol manipulation procedures and artificial applications with little connection to the real world
(p. 258). For this very reason, for most students the learning of algebra was not relational, and
because students were not taught algebraic thinking and reasoning from an early age in schooling,
they had numerous misconceptions which would hinder their ability to make these relational
connections.
The learning of algebra today however, focuses on helping students make relational sense of
how algebra is connected to the real world, with a focus on ensuring that common misconceptions
are recognised and confronted, in order to help students understand the more challenging algebraic
concepts in higher education (Van de Walle, 2013).
To help students reason and think algebraically and develop meaningful connections with
what they are learning, they must have a clear understanding of the equals sign (Falkner, etal 1999).
As Falkner etal (1999), states, most children have various misconceptions about the equals sign, in
that they primarily believe that the symbol of the equals sign is there to tell us to find the answer to
an equation, and therefore this is a common misconception which can hinder many students ability
make relational sense of algebraic concepts. What most students struggle to understand is that the
equals sign indicates equivalence, suggesting that what is one side of the equals sign has to be the
same as what is on the other side, or that the position of the equals sign does not affect
equivalence (Warren, Mollinson, Oestrich, 2009).
Skills needed for algebraic understanding
In order for students to think and reason algebraically, they must have the skills to make
generalisations and think relationally. However, in order for students to develop such skills they
must be exposed to, and given opportunities to explore, patterns, structures, functions and
equivalence (Taylor- Cox, 2003). As, Vale, Godeassi, Clark, Cavigan & Missen, (2009) suggest,
students need to be able to recognise patterns and structure, so that they can intern recognise the
relationship between various components of [a] pattern (p. 4) and thus make generalisations in
order to explore in more depth the relationships and connections of arithmetic and determine rules
to explain patterns (Warren, 2005).
In order for students to think relationally, they must have a clear understanding of
equivalence, however this understanding can only be developed once students have a clear
understanding of the equals sign, and what it actually represents, as well as language which can be
used to describe equivalence or non- equivalence (Brown, 2008)
Key strategies and pedagogical approaches teachers need to take into consideration
Teachers need to keep in mind that introducing algebraic thinking in the early years of schooling
will support arithmetic thinking (Warren etal, 2009.). With this in mind, teachers should use a wide
range of teaching strategies which will assist students to develop algebraic thinking and reasoning
from the initial stages of mathematical learning in school. To do this, Warren etal (2009) states that
students should be given opportunities to explore equivalence when firstly introduced to sums by
using balance strategies and every day concrete materials, and from this, are then given
opportunities to explain whether or not the items or numbers which they are using on either side of
the balance, are equivalent or not, using specific language to express this. Using such materials will
allow students to visualise what equations look like and thus make relational understanding (Warren
& Cooper, 2005).
In relation to patterns and structure, Ontario (2008) indicates that teachers should be given
opportunities to generate [and look at] patterns that involve addition, subtraction and multiplication
(p. 16), using real life examples which students can relate to, as well as numerous visual
representations and concrete tools. To explore this even further, teachers should give students the
opportunities to make conjectures. For instance teachers may ask students a true or false question,
with which they will need to make a conjecture about. Students should then be sked to test their
conjecture and justify its accuracy, states Van de Walle (2013).

Critique of the Curriculum
The AusVels Curriculum supports the importance to teach number and algebra together as each
enriches the study of the other.
From the very beginning of primary schooling, the curriculum suggests that children should
be working with patterns and observing different patterns which they see in their everyday
environment. Therefore, discretely from the very beginning of primary education, algebra thinking
and reasoning is introduced and expected from students (VCCA, 2013).
According to the AusVels curriculum, this knowledge of patterns is to be expanded upon in
level s1 & 2. During these years students are expected to be able to make generalisations when
looking at patterns while skip counting. Consequently, in levels 3 & 4, students are expected to be
able to identify and describe rules for patterns, and solve worded problem, and in levels 5 & 6
students are expected to be able to solve worded problems which involve multiplication, division,
decimals and fractions, and describe rules for such worded problems (VCCA, 2013).
In relation to pattern and structure, the AusVels Curriculum supports the researched
literature in highlighting the importance for students to be given opportunities to form
generalisations, describe and identify rules and justify reasons for identifying certain rules. When
looking for the connections to the learning of equivalence, they are not so explicit.
According to the AusVels Curriculum, it states that in level 2 students are expected to be
able to solve problems for addition and subtraction using worded problems, therefore the
introduction of equivalence should occur to assist students to have a better understanding of how to
write interesting worded problems (ACMNA035). In level 3 & 4 students are expected to be able to
recognise the connection between addition and subtraction, and in order to support this students are
expected to write equivalent number sentences(ACMNA054) (VCCA, 2013).

Therefore these connections to the AusVELS Curriculum supports the research in highlighting the
importance to introduce algebraic thinking and reasoning skills in the early years of primary
education.

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References

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