DEVELOPING RELATIONAL THINKING IN AN INQUIRY ENVIRONMENT

Student transition from arithmetic to algebraic reasoning has been recognised as an important but difficult process. The concept of equivalence and relational understanding of the equal sign are fundamental to algebraic understanding. Drawing on findings from a classroom-based study, this paper examines how instructional tasks, specific pedagogical actions, and classroom settings can support students to develop deeper understanding of relational equivalence and relational strategies. The results suggest that student use of relational strategies can be facilitated through the use of purposely designed tasks and specific teacher actions.