Two of everything: developing functional thinking in the primary grades through children's literature
Muir, Tracey, Bragg, Leicha A. and Livy, Sharyn 2015, Two of everything: developing functional thinking in the primary grades through children's literature, Australian primary mathematics classroom, vol. 20, no. 1, pp. 35-40.
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Two of everything: developing functional thinking in the primary grades through children's literature
Traditionally algebra has been regarded as the domain of the secondary school years in Australia and many other countries. Non-mathematics teachers, parents and students often narrowly regard algebra as the manipulation of symbols adhering to tightly prescribed rules (Serow, Callingham & Muir, 2013). It is now recognised, however, that foundational ideas associated with algebraic thinking can, and should be, included in mathematics curricula in the pre-school and primary years (Bobis, Mulligan & Lowrie, 2009). This stance is reflected in the Australian Curriculum: Mathematics (Australian Curriculum Assessment & Reporting Authority, 2012) which extends key algebraic ideas to patterns and generalisations, and acknowledges that number and algebra are developed together as each enriches the study of the other. This article explores the concept of functional thinking and demonstrates how the story, ‘Two of Everything’ (Hong, 1993) is employed as a springboard for developing functional thinking with students from the early years through to upper primary schooling.
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eng
Field of Research
130208 Mathematics and Numeracy Curriculum and Pedagogy
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