Abstract
In previous chapters, we followed the students in Kenilworth as they worked on the shirts and jeans task and the towers problems in the second through fifth grades. In this chapter, we discuss five sessions during which these students worked to make sense of the pizza problems. These problems presented new challenges and required the students to adapt the representations and solution strategies that they had previously formed to meet the needs of these tasks. (Portions of the data analyzed here are described in Bellisio (1999), Muter (1999), and Tarlow (2004).)
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References
Bellisio, C. W. (1999). A study of elementary school students’ ability to work with algebraic notation and variables. Unpublished doctoral dissertation, Rutgers, The State University of New Jersey, New Brunswick, NJ.
Muter, E. M. (1999). The development of student ideas in combinatorics and proof: A six year study. Unpublished doctoral dissertation, Rutgers University, Newark, NJ.
Tarlow, L. D. (2004). Tracing students’ development of ideas in combinatorics and proof. Unpublished doctoral dissertation, Rutgers, The State University of New Jersey, New Brunswick, NJ.
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Maher, C.A., Sran, M.K., Yankelewitz, D. (2010). Making Pizzas: Reasoning by Cases and by Recursion. In: Maher, C., Powell, A., Uptegrove, E. (eds) Combinatorics and Reasoning. Springer, Dordrecht. https://doi.org/10.1007/978-0-387-98132-1_6
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DOI: https://doi.org/10.1007/978-0-387-98132-1_6
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