ABSTRACT
We present an analysis of hypothesized advantages of pictorial representations for improving learning and understanding of pre-algebraic quantitative reasoning. We discuss a “Picture Algebra” strategy that has been used successfully by 6th grade students as part of a new middle school mathematics curriculum. This strategy supports students in sense making both as they construct pictorial representations and as they use them to cue appropriate computations. Although we demonstrate that 6th grade students can use this strategy to successfully solve algebra-level problems, our detailed production rule analysis revealed limitations in our instructional approach and targeted areas for improvement.
