Aimable Nkurunziza, Michael Habtu, Madeleine Mukeshimana, Tamrat Endale, Yvonne Delphine Nsaba Uwera, Reverien Rutayisire, Justine Bagirisano, Jean Bosco Henri Hitayezu, Marie Laetitia Bazakare Ishimwe, Jean De Dieu Uwimana
Perceived self-efficacy to teach comprehensive abortion care among nursing and midwifery faculty in higher learning institutions in Rwanda: A mixed method study
PloS one
developing algebraic thinking elementary school gained consensus among mathematics educators objective study understand developmental trajectory early algebraic thinking elementary school students assist teachers curriculum developers implementing instruction aligns students cognitive development study adopted crosssectional survey approach involving 526 students grades three five shanghai tested using 12item assessment measured three aspects generalized arithmetic functional thinking quantitative reasoning latent class analysis used analyze students response strategies conjunction individual interviews study identified potential developmental pathways students early algebraic thinking progressing arithmetic thinking concrete algebraic thinking generalized algebraic thinking finally symbolic algebraic thinking thinking levels advanced significant differences students response strategies emerged notable improvements generalization abilities symbolization abilities study suggests educational practices encompass content elementary arithmetic curricula fosters generalization abilities additionally providing students opportunities diverse representations effectively stimulate development early algebraic thinking