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Algebra teaching around the world /
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 compa...
| Clasificación: | Libro Electrónico |
|---|---|
| Otros Autores: | , , , |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Rotterdam :
Sense,
[2014]
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| Colección: | Learner's perspective study.
|
| Temas: | |
| Acceso en línea: | Texto completo |
Tabla de Contenidos:
- 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
- COMPARING CHARACTERISTICS OF ALGEBRA TEACHING IN CHC AND WESTERN CLASSROOMSIS 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
- Detaching from the modelBALANCING 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
- CONCLUSIONS AND IMPLICATIONS FOR THEORY AND PRACTICENOTE
- 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
- THE ABILITY TO THINK IN A SYMBOLIC LANGUAGE, TO UNDERSTAND ALGEBRA AS GENERALIZED ARITHMETIC, AND TO UNDERSTAND ALGEBRA AS THE STUDY OF MATHEMATICAL STRUCTURESEQUATIONS 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)