The invisible quantity: time intervals in early algebra / La cantidad invisible: los intervalos de tiempo en el álgebra temprana. Issue 3 (3rd July 2019)

• Record Type: Journal Article
• Authors: Earnest, Darrell
• Is Part Of: Infancia y aprendizaje. Volume 42:Issue 3(2019)
• Page Start: 664
• Page End: 720
• Publication Date: 2019-07-03
• Subjects: early algebra -- time -- clock -- elapsed time -- intervals -- change over time; álgebra temprana -- tiempo -- reloj -- lapso tiempo -- intervalos -- cambio en el tiempo; Educational psychology -- Periodicals; Teaching -- Periodicals; Education -- Periodicals; Education; Educational psychology; Teaching; Periodicals; 370.15
• DOI: 10.1080/02103702.2019.1615199
• Languages: English
• ISSNs: 0210-3702

Abstract

Abstract: A common context for instruction in early algebra involves time, an invisible and intangible quantity commonly represented as intervals of length. This paper presents a case study of syntactically guided reasoning with the structure of an analogue clock involving a second-grade student. As her descriptions shifted from clock-reading procedures to a treatment of interval, she integrated conflicting ideas related to learned procedures for clock reading with time as experienced in the world. I discuss implications for early algebra related to strands for functions and quantitative reasoning.