ISBN:
9789462097070
Language:
English
Pages:
Online-Ressource (VIII, 264 p, online resource)
Series Statement:
Series Preface
Series Statement:
The Learner’s Perspective Study 5
Series Statement:
Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
Series Statement:
SpringerLink
Series Statement:
Bücher
Parallel Title:
Erscheint auch als Algebra Teaching around the World
Keywords:
Algebra Study and teaching
;
Education
;
Education
Abstract:
Preliminary Material /Frederick K.S. Leung , Kyungmee Park , Derek Holton and David Clarke -- How is Algebra Taught around the World? /Frederick K.S. Leung , David Clarke , Derek Holton and Kyungmee Park -- Solving Linear Equations: A Balanced Approach /Glenda Anthony and Tim Burgess -- Rethinking Algebra Teaching in the Light of ‘Orchestration of Signs’ – Exploring the “Equal Sign” in a Norwegian Mathematics Classroom /Birgit Pepin , Ole Kristian Bergem and Kirsti Klette -- Traditional Versus Investigative Approaches to Teaching Algebra at the Lower Secondary Level: The Case of Equations /Jarmila Novotná and Alena Hošpesová -- Developing Procedural Fluency in Algebraic Structures – A Case Study of a Mathematics Classroom in Singapore /Berinderjeet Kaur -- Eye of the Beholder: The Discrepancy between the Teacher’s Perspectives and Students’ Perspectives on Algebra Lessons in Korea /Kyungmee Park and Frederick K. S. Leung -- Construction Zone for the Understanding of Simultaneous Equations: An Analysis of One Japanese Teacher’s Strategy of Reflecting on a Task in a Lesson Sequence /Minoru Ohtani -- Understanding the Concept of Variable Through Whole-Class Discussions: The Community of Inquiry from a Japanese Perspective /Toshiakira Fujii -- Understanding the Current Beijing Classrooms Through Linear Inequalities Teaching /Zhongdan Huan , Jianhua Li , Ping Ma and Li Fu -- Teaching the Graphical Method of Solving Equations: An Example in the Shanghai Lessons /Ida Ah Chee Mok -- Teaching Algebraic Concepts in Chinese Classrooms: A Case Study of Systems of Linear Equations /Rongjin Huang , Ida Ah Chee Mok and Frederick K. S. Leung -- Promoting Mathematical Understanding: An Examination of Algebra Instruction in Chinese and U.S. Classrooms /Rongjin Huang and Yeping Li -- Different Opportunities to Learn: The Case of Simultaneous Equations /Johan Häggström -- The LPS Research Design /David Clarke -- Subject Index /Frederick K.S. Leung , Kyungmee Park , Derek Holton and David Clarke.
Abstract:
Utilizing the LPS dataset, Algebra Teaching around the World documents eighth grade algebra teaching across a variety of countries that differ geographically and culturally. Different issues in algebra teaching are reported, and different theories are used to characterize algebra lessons or to compare algebra teaching in different countries. Many commonalities in algebra teaching around the world are identified, but there are also striking and deep-rooted differences. The different ways algebra was taught in different countries point to how algebra teaching may be embedded in the culture and the general traditions of mathematics education of the countries concerned. In particular, a comparison is made between algebra lessons in the Confucian-Heritage Culture (CHC) countries and ‘Western’ countries. It seems that a common emphasis of algebra teaching in CHC countries is the ‘linkage’ or ‘coherence’ of mathematics concepts, both within an algebraic topic and between topics. On the other hand, contemporary algebra teaching in many Western school systems places increasing emphasis on the use of algebra in mathematical modeling in ‘real world’ contexts and in the instructional use of metaphors, where meaning construction is assisted by invoking contexts outside the domain of algebraic manipulation, with the intention of helping students to form connections between algebra and other aspects of their experience
Description / Table of Contents:
""TABLE OF CONTENTS""; ""SERIES PREFACE""; ""CHAPTER 1: How is Algebra Taught around the World?""; ""INTRODUCTION""; ""THE LEARNER�S PERSPECTIVE STUDY (LPS)""; ""What are algebra and algebraic activities?""; ""CONTENT OF THIS BOOK""; ""ALGEBRA TEACHING IN DIFFERENT COUNTRIES""; ""Similarities and differences among countries""; ""How is algebra taught differently in different countries?""; ""Conceptual understanding""; ""Theory of variation""; ""VARIATIONS IN ALGEBRA TEACHING AMONG THE CLASSROOMS FROM THE CHC CLUSTER OF COUNTRIES""
Description / Table of Contents:
""COMPARING CHARACTERISTICS OF ALGEBRA TEACHING IN CHC AND WESTERN CLASSROOMS""""IS ALGEBRA “UNIVERSAL�?""; ""CONCLUDING REMARKS""; ""REFERENCES""; ""AFFILIATIONS""; ""CHAPTER 2: Solving Linear Equations: A Balanced Approach""; ""INTRODUCTION""; ""TEACHING LINEAR EQUATIONS""; ""THE BALANCE MODEL""; ""CONTEXTUALISING THE CASE""; ""OCCASIONING THE TRANSITION""; ""Anticipating future learning""; ""Refocusing on the meaning of the equal sign""; ""Orientating students to more powerful ways of thinking""; ""INTRODUCING THE BALANCE MODEL""; ""Coping with the unexpected""
Description / Table of Contents:
""Detaching from the model""""BALANCING ACTS""; ""CONCLUSION""; ""NOTE""; ""REFERENCES""; ""AFFILIATIONS""; ""CHAPTER 3: Rethinking Algebra Teaching in the Light of �Orchestration of Signs� � Exploring the “Equal Sign� in a Norwegian Mathematics Classroom""; ""INTRODUCTION""; ""UNDERSTANDINGS OF EQUALITY AND THE EQUAL SIGN""; ""THEORETICAL FRAMEWORK""; ""THE STUDY""; ""THE FINDINGS""; ""Contexts-Mathematics classroom environments""; ""Description of the lesson and identification/use of �signs�""; ""DISCUSSION OF FINDINGS""
Description / Table of Contents:
""CONCLUSIONS AND IMPLICATIONS FOR THEORY AND PRACTICE""""NOTE""; ""REFERENCES""; ""AFFILIATIONS""; ""CHAPTER 4: Traditional Versus Investigative Approaches to Teaching Algebra at the Lower Secondary Level: The Case of Equations""; ""INTRODUCTION""; ""ALGEBRA IN SCHOOL MATHEMATICS IN THE CZECH REPUBLIC""; ""DATA COLLECTION""; ""THE ABILITY TO UNDERSTAND EQUALITY AND EQUATIONS""; ""THE ABILITY TO APPLY EQUALITY AND EQUATIONS IN REAL WORLD PROBLEM-SOLVING SETTINGS""
Description / Table of Contents:
""THE ABILITY TO THINK IN A SYMBOLIC LANGUAGE, TO UNDERSTAND ALGEBRA AS GENERALIZED ARITHMETIC, AND TO UNDERSTAND ALGEBRA AS THE STUDY OF MATHEMATICAL STRUCTURES""""EQUATIONS IN CZ1 AND CZ2""; ""ACKNOWLEDGEMENTS""; ""NOTES""; ""REFERENCES""; ""AFFILIATIONS""; ""CHAPTER 5: Developing Procedural Fluency in Algebraic Structures � A Case Study of a Mathematics Classroom in Singapore""; ""INTRODUCTION""; ""THE CASE STUDY""; ""Teacher Data""; ""Stage 1: Introduction of factorisation involving difference of two squares""; ""Stage 2: Demonstration of how to apply a2 � b2 = (a + b)(a � b)""
Description / Table of Contents:
""Stage 3: Students assigned seatwork""
Note:
Description based upon print version of record
DOI:
10.1007/978-94-6209-707-0
URL:
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