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. Attached Files Name Description MIMEType Size Downloads Title Two of everything: developing functional thinking in the primary grades through children's literature Author(s) Muir, Tracey Bragg, Leicha A. orcid.org/0000-0003-0579-4244 Livy, Sharyn Journal name Australian primary mathematics classroom Volume number 20 Issue number 1 Start page 35 End page 40 Total pages 6 Publisher Australian Association of Mathematics Teachers Place of publication Stepney, S.A. Publication date 2015 ISSN 1326-0286 1839-4833 Keyword(s) mathematics education children's literature algebraic thinking primary education Summary 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. Language eng Field of Research 130208 Mathematics and Numeracy Curriculum and Pedagogy Socio Economic Objective 970113 Expanding Knowledge in Education HERDC Research category C1 Refereed article in a scholarly journal Copyright notice ©2015, Australian Association of Mathematics Teachers Persistent URL http://hdl.handle.net/10536/DRO/DU:30074942 Document type: Journal Article Collection: School of Education Related Links Link Description Connect to published version Go to link with your DU access privileges   Connect to Elements publication management system Go to link with your DU access privileges     Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved. Versions Version Filter Type Tue, 11 Aug 2015, 09:45:33 EST Wed, 12 Aug 2015, 05:00:49 EST Tue, 16 Feb 2016, 05:06:17 EST Mon, 07 Nov 2016, 12:12:46 EST Mon, 07 Nov 2016, 12:15:43 EST Mon, 07 Nov 2016, 12:16:36 EST Mon, 28 Nov 2016, 12:28:40 EST Tue, 31 Jan 2017, 14:54:46 EST Filtered Full Citation counts:   Cited 0 times in TR Web of Science Cited 0 times in Scopus Search Google Scholar Access Statistics: 54 Abstract Views, 1 File Downloads  -  Detailed Statistics Created: Tue, 11 Aug 2015, 09:45:33 EST

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