The Learning and Teaching of Algebra
The Learning and Teaching of Algebra

Author: Abraham Arcavi

Publisher: Routledge

Published: 2016-06-23

Total Pages: 159

ISBN-13: 1134820704

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IMPACT (Interweaving Mathematics Pedagogy and Content for Teaching) is an exciting new series of texts for teacher education which aims to advance the learning and teaching of mathematics by integrating mathematics content with the broader research and theoretical base of mathematics education. The Learning and Teaching of Algebra provides a pedagogical framework for the teaching and learning of algebra grounded in theory and research. Areas covered include: • Algebra: Setting the Scene • Some Lessons From History • Seeing Algebra Through the Eyes of a Learner • Emphases in Algebra Teaching • Algebra Education in the Digital Era This guide will be essential reading for trainee and qualified teachers of mathematics, graduate students, curriculum developers, researchers and all those who are interested in the "problématique" of teaching and learning algebra. It allows you to get involved in the wealth of knowledge that teachers can draw upon to assist learners, helping you gain the insights that mastering algebra provides.

The Future of the Teaching and Learning of Algebra
The Future of the Teaching and Learning of Algebra

Author: Kaye Stacey

Publisher: Springer Science & Business Media

Published: 2006-04-11

Total Pages: 382

ISBN-13: 1402081316

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Kaye Stacey‚ Helen Chick‚ and Margaret Kendal The University of Melbourne‚ Australia Abstract: This section reports on the organisation‚ procedures‚ and publications of the ICMI Study‚ The Future of the Teaching and Learning of Algebra. Key words: Study Conference‚ organisation‚ procedures‚ publications The International Commission on Mathematical Instruction (ICMI) has‚ since the 1980s‚ conducted a series of studies into topics of particular significance to the theory and practice of contemporary mathematics education. Each ICMI Study involves an international seminar‚ the “Study Conference”‚ and culminates in a published volume intended to promote and assist discussion and action at the international‚ national‚ regional‚ and institutional levels. The ICMI Study running from 2000 to 2004 was on The Future of the Teaching and Learning of Algebra‚ and its Study Conference was held at The University of Melbourne‚ Australia fromDecember to 2001. It was the first study held in the Southern Hemisphere. There are several reasons why the future of the teaching and learning of algebra was a timely focus at the beginning of the twenty first century. The strong research base developed over recent decades enabled us to take stock of what has been achieved and also to look forward to what should be done and what might be achieved in the future. In addition‚ trends evident over recent years have intensified. Those particularly affecting school mathematics are the “massification” of education—continuing in some countries whilst beginning in others—and the advance of technology.

Teaching and Learning Algebra
Teaching and Learning Algebra

Author: Heidi Strømskag Måsøval

Publisher: Springer

Published: 2016-05-04

Total Pages: 166

ISBN-13: 9783319030104

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The book is based on a longitudinal study of beginning teachers' struggles with algebra, with strong foundation in the theory of didactical situations (Brousseau, 1997). The focus is on factors that constrain students’ engagement with algebraic generality in shape patterns. Participants in the study are six student teachers and two teacher educators of mathematics. The empirical material consists of videotaped classroom observations and the mathematical tasks with which the students engaged. Three analytic categories emerged from an open coding process which show that the students’ algebraic generalization is constrained by: 1) a limited feedback potential in situations where the students are supposed to solve the mathematical tasks without teacher intervention; 2) obstacles the students face when they shall transform into algebraic notation formulae they have expressed informally in natural language; and, 3) challenges with justification of formulae and mathematical statements that the students have proposed. This book provides many practical and concrete examples to guide mathematics education researchers, mathematics teacher educators, and mathematics educators in teaching algebra in a variety of contexts and environments.

Learning and Teaching Early Math
Learning and Teaching Early Math

Author: Douglas H. Clements

Publisher: Routledge

Published: 2009-04-01

Total Pages: 552

ISBN-13: 1135843791

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In this important new book for pre- and in-service teachers, early math experts Douglas Clements and Julie Sarama show how "learning trajectories" help teachers become more effective professionals. By opening up new windows to seeing young children and the inherent delight and curiosity behind their mathematical reasoning, learning trajectories ultimately make teaching more joyous. They help teachers understand the varying level of knowledge and thinking of their classes and the individuals within them as key in serving the needs of all children. In straightforward, no-nonsense language, this book summarizes what is known about how children learn mathematics, and how to build on what they know to realize more effective teaching practice. It will help teachers understand the learning trajectories of early mathematics and become quintessential professionals.

Tasks and Competencies in the Teaching and Learning of Algebra
Tasks and Competencies in the Teaching and Learning of Algebra

Author: Alex Friedlander

Publisher: National Council of Teachers of English

Published: 2018-02-28

Total Pages: 260

ISBN-13: 9780873537599

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Tasks and Competencies in the Teaching and Learning of Algebra provides a conceptual approach that will encourage students learning algebra to employ a variety of thinking processes and strategies and, most importantly, will enable them to truly understand the concepts that underlie the problems they are solving. The authors' framework develops those skills and competencies, aligned with the goals of the Common Core State Standards, that are necessary for an integrated, conceptual learning of algebra. The book's four chapters include tasks focusing on algebraic expressions, equations, and functions, followed by tasks that integrate several mathematical concepts. Each of the 48 tasks in this book contains: a classroom-ready task, with items arranged by increasing order of complexity a discussion of the task's main ideas and objectives solutions for each item in the task, with suggestions of various methods that students might use; and a listing of the essential competencies that students can develop by working on the task. All 48 tasks are also available at NCTM's More4U website as downloadable and printable worksheets to hand out to students. With its strong conceptual framework, Tasks and Competencies in the Teaching and Learning of Algebra is designed to enable teachers, teacher educators, and curriculum designers to help students at all levels master the ideas and practices found in algebra and to develop skills they can use throughout their mathematics education.

Educational Algebra
Educational Algebra

Author: Eugenio Filloy

Publisher: Springer Science & Business Media

Published: 2007-10-12

Total Pages: 302

ISBN-13: 0387712542

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This book takes a theoretical perspective on the study of school algebra, in which both semiotics and history occur. The Methodological design allows for the interpretation of specific phenomena and the inclusion of evidence not addressed in more general treatments. The book gives priority to "meaning in use" over "formal meaning". These approaches and others of similar nature lead to a focus on competence rather than a user’s activity with mathematical language.

Early Algebra
Early Algebra

Author: Carolyn Kieran

Publisher: Springer

Published: 2016-07-11

Total Pages: 48

ISBN-13: 3319322583

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This survey of the state of the art on research in early algebra traces the evolution of a relatively new field of research and teaching practice. With its focus on the younger student, aged from about 6 years up to 12 years, this volume reveals the nature of the research that has been carried out in early algebra and how it has shaped the growth of the field. The survey, in presenting examples drawn from the steadily growing research base, highlights both the nature of algebraic thinking and the ways in which this thinking is being developed in the primary and early middle school student. Mathematical relations, patterns, and arithmetical structures lie at the heart of early algebraic activity, with processes such as noticing, conjecturing, generalizing, representing, justifying, and communicating being central to students’ engagement.

Challenges and Strategies in Teaching Linear Algebra
Challenges and Strategies in Teaching Linear Algebra

Author: Sepideh Stewart

Publisher: Springer

Published: 2018-02-01

Total Pages: 381

ISBN-13: 3319668110

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This book originated from a Discussion Group (Teaching Linear Algebra) that was held at the 13th International Conference on Mathematics Education (ICME-13). The aim was to consider and highlight current efforts regarding research and instruction on teaching and learning linear algebra from around the world, and to spark new collaborations. As the outcome of the two-day discussion at ICME-13, this book focuses on the pedagogy of linear algebra with a particular emphasis on tasks that are productive for learning. The main themes addressed include: theoretical perspectives on the teaching and learning of linear algebra; empirical analyses related to learning particular content in linear algebra; the use of technology and dynamic geometry software; and pedagogical discussions of challenging linear algebra tasks. Drawing on the expertise of mathematics education researchers and research mathematicians with experience in teaching linear algebra, this book gathers work from nine countries: Austria, Germany, Israel, Ireland, Mexico, Slovenia, Turkey, the USA and Zimbabwe.

Learning and Teaching Mathematics 0-8
Learning and Teaching Mathematics 0-8

Author: Helen Taylor

Publisher: SAGE

Published: 2013-11-14

Total Pages: 281

ISBN-13: 1446296415

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′What a super book! It is absolutely packed with practical ideas and activities to help you love maths, and love teaching and/or learning it. It certainly helps to develop an enthusiasm for a subject most adults tend to say "I′m no good at..."′ - Early Years Educator ‘A wonderful book, packed with practical ideas and activities to help all students love maths.’ - Jo Boaler, Professor of Mathematics Education, Stanford University Fostering an enthusiasm for mathematics in young children is a vital part of supporting their mathematical development. Underpinned by subject and pedagogical knowledge, case studies and research-based perspectives, the authors provide clear guidance on how to support young children′s learning and understanding in an effective and engaging way. Contemporary approaches to developing essential mathematical learning for young children are explored, including: play, practical activities and talk for mathematics outdoor learning understanding pattern counting, calculation and place value measures and shape problem solving and representing mathematics assessment working with parents. Written for both trainees and practitioners working with children aged 0 to 8 years, including those studying for Early Years and Early Childhood degrees and those on Primary PGCE and Primary Education courses, this book offers mathematical subject knowledge and teaching ideas in one volume. Helen Taylor is Course Leader of PGCE Primary Part-time Mathematics at Canterbury Christ Church University. Andrew Harris is Course Leader of PGCE Modular Mathematics at Canterbury Christ Church University.