Generating Linear Equations Based on Quantitative Reasoning

Author: Mi Yeon Lee
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This article describes students' difficulties in generating linear equations and suggests pedagogical strategies that teachers can use to support students' quantitative reasoning in generating linear equations.

Footnotes

Edited by Jennifer Eli, jeli@math.arizona.edu, The University of Arizona, Tucson, and George J. Roy, roygj@mailbox.sc.edu, University of South Carolina, Columbia. Readers are encouraged to visit http://mtms.msubmit.net to submit manuscripts that take research findings and translate them into practical outcomes, strategies, or tips that directly inform teachers' classroom practice.

Contributor Notes

Mi Yeon Lee, mlee115@asu.edu, an assistant professor of mathematics education at Arizona State University, teaches mathematics content knowledge and elementary math methods courses. She is currently a course coordinator for “Investigating Change: Patterns and Modeling.” She is interested in algebraic reasoning, teacher education, STEM education, project-based learning, and the use of technology in math education.

(Corresponding author is Lee mlee115@asu.edu)
Mathematics Teaching in the Middle School

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