Enhancing Seventh-Graders' Relational Thinking Through Mental Mathematics

摘要: This dissertation sought to investigate the effects of a mental mathematics intervention on seventh graders’ relational thinking in mathematics, an important topic as is precursor algebraic reasoning. In this dissertation, improvements students’ understanding equal sign, reasoning about true-false number sentences, and working memory were addressed over course three studies. The because there lack empirically-validated instructional methods support beyond sign. Moreover, majority studies investigating ways improve have been conducted at primary level. All examined seventh-graders before after intervention. Study 1, students assessed time points their ability solve equivalence problems sentences. 2 replicated 1 but also extended it by examining long-term including measure computation. 3 whether could be augmented what was observed Studies if permitted write down parts computation strategies, thereby reducing cognitive load. Overall, mean equivalence, sentences scores improved following intervention, suggesting link between thinking. Reducing load during computational did not effect 3. More research needed how instruction can serve effective tool senior high school levels Further are determine role related Educators learn from present that contributes positively seventh-grade, even short interventions may effective. Limitations include focus only one grade level, well possible experimental bias.