Qualitative teaching experiment reveals multi-representational early algebra scaffolding aids equation solving in fourth-graders, highlighting relational learning paths.
Key Points
To examine fourth-grade students' algebraic reasoning as they transition from understanding equality to solving linear equations using multiple representations.
Conducted a five-week qualitative teaching experiment involving five fourth-grade students.
Implemented instructional tools including algebra tiles, interactive digital tools, visual models, and symbolic notation alongside teacher scaffolding.
Collected qualitative data via activity-based interviews, classroom video and audio recordings, and student worksheets, followed by content analysis.
Documented student progress toward relational interpretations of equality rather than treating the equals sign purely as an operational signal.
Observed students successfully transitioning among concrete manipulatives, schematic representations, and symbolic expressions to formulate equation-solving strategies.
Noted that student reasoning developed concurrently through the combined influence of multi-representational tools and teacher scaffolding, without isolating either component's individual effect.