In this paper we illustrate how a task has the potential to provide students rich explorations in algebraic reasoning by thoughtfully connecting number concepts to corresponding conceptual underpinnings.
George J. Roy, Jessica S. Allen, and Kelly Thacker
Erin E. Baldinger, Matthew P. Campbell, and Foster Graif
Students need opportunities to construct definitions in mathematics. We describe a sorting activity that can help students construct and refine definitions through discussion and argumentation. We include examples from our own work of planning and implementing this sorting activity to support constructing a definition of linear function.
Applying known facts to derive unknown facts results in efficiency, flexibility, and an understanding of number combinations for young students.