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Author: Carolyn Kieran
Publisher: Springer
ISBN: 3319683519
Category : Education
Languages : en
Pages : 443
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Book Description
This book highlights new developments in the teaching and learning of algebraic thinking with 5- to 12-year-olds. Based on empirical findings gathered in several countries on five continents, it provides a wealth of best practices for teaching early algebra. Building on the work of the ICME-13 (International Congress on Mathematical Education) Topic Study Group 10 on Early Algebra, well-known authors such as Luis Radford, John Mason, Maria Blanton, Deborah Schifter, and Max Stephens, as well as younger scholars from Asia, Europe, South Africa, the Americas, Australia and New Zealand, present novel theoretical perspectives and their latest findings. The book is divided into three parts that focus on (i) epistemological/mathematical aspects of algebraic thinking, (ii) learning, and (iii) teaching and teacher development. Some of the main threads running through the book are the various ways in which structures can express themselves in children’s developing algebraic thinking, the roles of generalization and natural language, and the emergence of symbolism. Presenting vital new data from international contexts, the book provides additional support for the position that essential ways of thinking algebraically need to be intentionally fostered in instruction from the earliest grades.
Author: Carolyn Kieran
Publisher: Springer
ISBN: 3319683519
Category : Education
Languages : en
Pages : 443
Get Book
Book Description
This book highlights new developments in the teaching and learning of algebraic thinking with 5- to 12-year-olds. Based on empirical findings gathered in several countries on five continents, it provides a wealth of best practices for teaching early algebra. Building on the work of the ICME-13 (International Congress on Mathematical Education) Topic Study Group 10 on Early Algebra, well-known authors such as Luis Radford, John Mason, Maria Blanton, Deborah Schifter, and Max Stephens, as well as younger scholars from Asia, Europe, South Africa, the Americas, Australia and New Zealand, present novel theoretical perspectives and their latest findings. The book is divided into three parts that focus on (i) epistemological/mathematical aspects of algebraic thinking, (ii) learning, and (iii) teaching and teacher development. Some of the main threads running through the book are the various ways in which structures can express themselves in children’s developing algebraic thinking, the roles of generalization and natural language, and the emergence of symbolism. Presenting vital new data from international contexts, the book provides additional support for the position that essential ways of thinking algebraically need to be intentionally fostered in instruction from the earliest grades.
Author: Carolyn Kieran
Publisher: Springer
ISBN: 3319322583
Category : Education
Languages : en
Pages : 48
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Book Description
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.
Author: Maria L. Blanton
Publisher:
ISBN: 9780873536684
Category : Algebra
Languages : en
Pages : 102
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Book Description
Like algebra at any level, early algebra is a way to explore, analyse, represent and generalise mathematical ideas and relationships. This book shows that children can and do engage in generalising about numbers and operations as their mathematical experiences expand. The authors identify and examine five big ideas and associated essential understandings for developing algebraic thinking in grades 3-5. The big ideas relate to the fundamental properties of number and operations, the use of the equals sign to represent equivalence, variables as efficient tools for representing mathematical ideas, quantitative reasoning as a way to understand mathematical relationships and functional thinking to generalise relationships between covarying quantities. The book examines challenges in teaching, learning and assessment and is interspersed with questions for teachers’ reflection.
Author: Lala Septem Riza
Publisher: European Alliance for Innovation
ISBN: 1631902563
Category : Science
Languages : en
Pages : 1652
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Book Description
The 7th Mathematics, Science, and Computer Science Education International Seminar (MSCEIS) was held by the Faculty of Mathematics and Natural Science Education, Universitas Pendidikan Indonesia (UPI) and the collaboration with 12 University associated in Asosiasi MIPA LPTK Indonesia (AMLI) consisting of Universitas Negeri Semarang (UNNES), Universitas Pendidikan Indonesia (UPI), Universitas Negeri Yogyakarta (UNY), Universitas Negeri Malang (UM), Universitas Negeri Jakarta (UNJ), Universitas Negeri Medan (UNIMED), Universitas Negeri Padang (UNP), Universitas Negeri Manado (UNIMA), Universitas Negeri Makassar (UNM), Universitas Pendidikan Ganesha (UNDHIKSA), Universitas Negeri Gorontalo (UNG), and Universitas Negeri Surabaya (UNESA). In this year, MSCEIS 2019 takes the following theme: "Mathematics, Science, and Computer Science Education for Addressing Challenges and Implementations of Revolution-Industry 4.0" held on October 12, 2019 in Bandung, West Java, Indonesia.
Author: Tin Lam Toh
Publisher: Springer Nature
ISBN: 9819972051
Category : Mathematics
Languages : en
Pages : 263
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Book Description
This book presents both theoretical and empirical contributions from a global perspective on problem solving and posing (PS/PP) and their application, in relation to the teaching and learning of mathematics in schools. The chapters are derived from selected presentations in the PS/PP Topical Study Group in ICME14. Although mathematical problem posing is a much younger field of inquiry in mathematics education, this topic has grown rapidly. The mathematics curriculum frameworks in many parts of the world have incorporated problem posing as an instructional focus, building on problem solving as its foundation. The juxtaposition of problem solving and problem posing in mathematics presented in this book addresses the needs of the mathematics education research and practice communities at the present day. In particular, this book aims to address the three key points: to present an overview of research and development regarding students’ mathematical problem solving and posing; to discuss new trends and developments in research and practice on these topics; and to provide insight into the future trends of mathematical problem solving and posing.
Author: James J. Kaput
Publisher: Routledge
ISBN: 1351577093
Category : Education
Languages : en
Pages : 552
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Book Description
This volume is the first to offer a comprehensive, research-based, multi-faceted look at issues in early algebra. In recent years, the National Council for Teachers of Mathematics has recommended that algebra become a strand flowing throughout the K-12 curriculum, and the 2003 RAND Mathematics Study Panel has recommended that algebra be “the initial topical choice for focused and coordinated research and development [in K-12 mathematics].” This book provides a rationale for a stronger and more sustained approach to algebra in school, as well as concrete examples of how algebraic reasoning may be developed in the early grades. It is organized around three themes: The Nature of Early Algebra Students’ Capacity for Algebraic Thinking Issues of Implementation: Taking Early Algebra to the Classrooms. The contributors to this landmark volume have been at the forefront of an effort to integrate algebra into the existing early grades mathematics curriculum. They include scholars who have been developing the conceptual foundations for such changes as well as researchers and developers who have led empirical investigations in school settings. Algebra in the Early Grades aims to bridge the worlds of research, practice, design, and theory for educators, researchers, students, policy makers, and curriculum developers in mathematics education.
Author: Katherine M. Robinson
Publisher: Springer Nature
ISBN: 303131848X
Category : Education
Languages : en
Pages : 234
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Book Description
This book focusses on teaching and learning in elementary and middle school mathematics and suggests practices for teachers to help children be successful mathematical thinkers. Contributions from diverse theoretical and disciplinary perspectives are explored. Topics include the roles of technology, language, and classroom discussion in mathematics learning, the use of creativity, visuals, and teachers’ physical gestures to enhance problem solving, inclusive educational activities to promote children’s mathematics understanding, how learning in the home can enhance children’s mathematical skills, the application of mathematics learning theories in designing effective teaching tools, and a discussion of how students, teachers, teacher educators, and school boards differentially approach elementary and middle school mathematics. This book and its companion, Mathematical Cognition and Understanding, take an interdisciplinary perspective to mathematical learning and development in the elementary and middle school years. The authors and perspectives in this book draw from education, neuroscience, developmental psychology, and cognitive psychology. The book will be relevant to scholars/educators in the field of mathematics education and also those in childhood development and cognition. Each chapter also includes practical tips and implications for parents as well as for educators and researchers.
Author: Teresa Rojano
Publisher: Taylor & Francis
ISBN: 1000591530
Category : Education
Languages : en
Pages : 210
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Book Description
This volume emphasizes the role of effective curriculum design, teaching materials, and pedagogy to foster algebra structure sense at different educational levels. Positing algebra structure sense as fundamental to developing students’ broader mathematical maturity and advanced thinking, this text reviews conceptual, historical, cognitive, and semiotic factors, which influence the acquisition of algebra structure sense. It provides empirical evidence to demonstrate the feasibility of linking algebra structure sense to technological tools and promoting it amongst diverse learners. Didactic approaches include the use of adaptive digital environments, gamification, diagnostic and monitoring tools, as well as exercises and algebraic sequences of varied complexity. Advocating for a focus on both intuitive and formal knowledge, this volume will be of interest to students, scholars, and researchers with an interest in educational research, as well as mathematics education and numeracy.
Author: Ann Lawrence
Publisher: Math Solutions
ISBN: 0941355497
Category : Education
Languages : en
Pages : 278
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Book Description
These lessons show how to maximize instruction that prepares students for formal algebra. Through a series of investigations, students build their proficiency with key algebraic concepts. Connections between arithmetic and algebra are made through the use of drawings, tables, graphs, words, and symbols. Lessons include a technology component with suggestions for teaching with graphing calculators.
Author: Jinfa Cai
Publisher: Springer Science & Business Media
ISBN: 3642177352
Category : Education
Languages : en
Pages : 624
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Book Description
In this volume, the authors address the development of students’ algebraic thinking in the elementary and middle school grades from curricular, cognitive, and instructional perspectives. The volume is also international in nature, thus promoting a global dialogue on the topic of early Algebraization.
