1773874632     

Perspectives on School Algebra / edited by Rosamund Sutherland, Teresa Rojano, Alan Bell, Romulo Lins

Sutherland, Rosamund [Herausgeberin/-geber] ; Rojano, Teresa [Herausgeberin/-geber] ; Bell, Alan [Herausgeberin/-geber] ; Lins, Romulo [Herausgeberin/-geber]

1st ed. 2002.

Dordrecht : Imprint: Springer [2002.] ; Dordrecht : Springer Netherlands [2002.], 2002

1 Online-Ressource(VII, 278 p.)

Englisch

Includes bibliographical references and index

Erscheint auch als: (Druck-Ausgabe)

Erscheint auch als: (Druck-Ausgabe)

Erscheint auch als: (Druck-Ausgabe)

978-0-306-47223-7

978-90-481-5522-4 (ISBN der Printausgabe); 978-0-7923-6462-7 (ISBN der Printausgabe); 978-94-017-4137-8 (ISBN der Printausgabe)

524984158

Elektronische Ressource: Zugang über Resolving-System (Lizenzangabe: Lizenzpflichtig)

Digital Object Identifier (DOI): 10.1007/0-306-47223-6

SM 617      Ähnliche Literatur

QA159

370 ; 510.71 ; 512/.071

bicssc: JNU ; bisacsh: EDU029010 ; bicssc: PB

*Algebra ; Mathematikunterricht      Zum Register

LOC-SH: Learning. ; Instruction. ; Mathematics—Study and teaching . ; Artificial intelligence. ; Mathematics. ; History. ; Learning, Psychology of. ; Education ; Artificial intelligence ; Mathematics_$xHistory ; Mathematics

Approaches to Algebra -- The Historical Origins of Algebraic Thinking -- The Production of Meaning for Algebra: A Perspective Based on a Theoretical Model of Semantic Fields -- A Model for Analysing Algebraic Processes of Thinking -- The Structural Algebra Option Revisited -- Transformation and Anticipation as Key Processes in Algebraic Problem Solving -- Historical-Epistemological Analysis in Mathematics Education: Two Works in Didactics of Algebra -- Curriculum Reform and Approaches to Algebra -- Propositions Concerning the Resolution of Arithmetical-Algebraic Problems -- Beyond Unknowns and Variables - Parameters and Dummy Variables in High School Algebra -- From Arithmetic to Algebraic Thinking by Using a Spreadsheet -- General Methods: A Way of Entering the World of Algebra -- Reflections on the Role of the Computer in the Development of Algebraic Thinking -- Symbolic Arithmetic vs Algebra the Core of a Didactical Dilemma.

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This book confronts the issue of how young people can find a way into the world of algebra. The contributions represent multiple perspectives which include an analysis of situations in which algebra is an efficient problem-solving tool, the use of computer-based technologies, and a consideration of the historical evolution of algebra. The book emphasises the situated nature of algebraic activity as opposed to being concerned with identifying students' conceptions in isolation from problem-solving activity. The chapters emerged from a working group of the International Group for the Psychology of Mathematics Education. The authors are drawn from an international community and the work highlights the differences in school algebra around the world. The group invited Nicolas Balacheff to write a provocative postscript and he suggests that `there is no possible entrance to the world of algebra without a strong push or guidance from the teacher, because there is no natural passage from the problématique accessible from the child's world to the mathematical problématique'.