An Analysis of 3rd Graders’ Problem Solving Strategies on Early Algebra

Abstract

The purpose of this study was to investigate the understanding of and the preparation for third graders’ learning of algebra, and to derive didactic implications for helping students’ transition from arithmetical thinking to algebraic thinking. Twenty third graders in elementary school were selected as subjects of this study from I elementary school in Seoul. Since the students have learned the four fundamental arithmetic operations on whole numbers, they were able to understand equations, additions, subtractions, multiplications, and divisions and perform them. Questionnaires were developed by adapting and reconstructing the problems for preparing algebraic learning, as proposed by Blanton et al. (2011) and Lim & Chang (2019), to be available to elementary school students. The students’ problem solving strategies were analyzed by means of the questionnaires. Implications for developing essential understandings of algebraic thinking and supporting elementary students’ transition from arithmetical thinking to algebraic thinking were identified through the results of the analysis.