Making Links Between Arithmetic and Algebraic Thinking

Bills, Liz; Wilson, Kirsty; Ainley, Janet

doi:10.1080/14794800008520146

Cited by 4 publications

(2 citation statements)

References 2 publications

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“…Mathematics education researchers view a, b, p and q as parameters (Epp, 2012). These parameters as cell-variables act as placeholders for different numerical values (see three columns on the left in Figure 2) designed in ways that aim at deepening learners' understanding of variables and parameters (Bills et al, 2006;Haspekian, 2014;Siagian et al, 2021). Different Excel affordances also make it possible to represent the factored quadratic equations:…”

Section: Data Collectionmentioning

confidence: 99%

Conversations reflecting boundary-objects-related details of a teacher’s local practices with spreadsheet algebra programs on variables

Gierdien,

Daher,

Abu-Saman

2023

Pythagoras

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The ways teachers converse about their work in relation to information and communications technologies (ICTs) are worth studying. We analyse how a teacher converses about her local practices in relation to two spreadsheet algebra programs (SAPs) on variables. During the conversations we noticed that the teacher keeps different policy documents – boundary objects – firmly in view, in relation to the design of the two other boundary objects, namely the two SAPs. The policy documents provide details on the operative curricula which entail the intended, implemented and examined curricula. Of these curricula, the teacher regarded the examined curriculum and associated examinations as most important. Also, she conversed about how she intends to align the design features of the two SAPs with particular policy documents, especially in the context of the South African high-stakes National Senior Certificate examinations and the attendant examination pressure. Our results confirm current professional development (PD) literature suggestions that emphasise fostering coherence, for example between policy boundary objects details and what university-based PD providers do when they interact with school teachers.Contribution: The results provide guidelines for university-based PD providers to integrate SAPs or other ICTs related to algebra and variables by keeping teachers’ local practices in view. These providers should note that different policy-related boundary objects shape the ways teachers understand and converse about their local practices, namely their work at the classroom level.

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Section: Data Collectionmentioning

confidence: 99%

Conversations reflecting boundary-objects-related details of a teacher’s local practices with spreadsheet algebra programs on variables

Gierdien,

Daher,

Abu-Saman

2023

Pythagoras

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“…Cebir, matematik biliminin soyutluğunu resmeden ve yapısı itibarıyla soyut düşünmeye kapı aralayan öğrenme alanıdır. Bir çeşit aritmetiğin genelleştirilmiş hali olan cebir, sembolik gösterimler yardımıyla kökünü aldığı aritmetiğin gelişimine de öncülük eder (Bills, Wilson & Ainley, 2005;Kieran & Chalouh, 1993;Tabach & Friedlander, 2003;Van Amerom, 2002). Çünkü cebir genel sayı ilişkilerini ve özelliklerini gösteren; bilinmeyenleri, formülleri, örüntüleri, yer tutucuları ve ilişkileri içeren matematiğin bir dili olarak kabul edilir (Akkan, 2009).…”

Section: Introductionunclassified

Yedinci Sınıf Öğrencilerinin Cebirsel Düşünme Düzeyleri İle Becerilerinin İncelenmesi

Kaya

2017

Bartın Üniversitesi Eğitim Fakültesi Dergisi

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Bu araştırmada yedinci sınıf öğrencilerinin, (i) cinsiyete göre cebirsel düşünme düzeylerini, (ii) cebir öğrenme alanındaki pozitif ve negatif beceri eksikliklerini incelemek amaçlanmıştır. Tarama modelinin benimsendiği çalışma, yedinci sınıf düzeyinde toplam 185 öğrenci ile yürütülmüştür. Veri toplama aracı olarak; literatürde yer alan çalışmalar, ortaokul matematik ders kitapları ile öğretim programında yer verilen ilgili kazanımlar göz önüne alınarak hazırlanan 10 soruluk "Cebirsel Düşünme Düzeyi Belirleme Aracı (CDDBA)" kullanılmıştır. Verilerin analizinde betimsel istatistiksel tekniklerinden yararlanılmıştır. Betimsel analiz sonuçlarına göre, öğrencilerin cebir öğrenme alanı ile ilgili doğru cevap oranlarının ilk aşamadan son aşamaya gidildikçe belirgin şekilde azaldığı belirlenmiştir. Öğrencilerin pozitif beceri eksiklikleri iki aşamada %27, üç aşamada %13 iken negatif beceri eksiklikleri iki aşamada %49, üç aşamada %19 olarak bulunmuştur. Diğer yandan öğrencilerin cebirsel düşünme düzeylerinin genel ortalaması 15.09, her bir soruya göre erkek öğrencilerin ortalaması 1.32, kız öğrencilerin 1.70 olarak hesaplanmıştır. Öğrencilerin cebirde yaşadıkları güçlüklerin temel nedenlerini belirlemeye yönelik öğretim programı dâhilinde boylamsal çalışmalara ağırlık verilmesi öneri olarak sunulmuştur.

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Globalisation, Blended Learning, and Mathematics Education

Tella

2014

Advancing Technology and Educational Development Through Blended Learning in Emerging Economies

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The issue about globalisation is now commonplace. However, there has not been enough literature concerning its link with ICT and mathematics education and how the three put together have impacted tertiary education pedagogy. In light of this, this chapter involves a local context of tertiary institutions operating in an environment exposed to the processes of globalisation. The chapter explores the meaning of globalisation, information communication technology, and mathematics education. It discusses how ICT and globalisation in relation to blended learning have influenced mathematics education, considers the relation between globalisation and mathematics education, and finally, draws the implications of globalisation and ICT on pedagogy in tertiary education.

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Making Links Between Arithmetic and Algebraic Thinking

Cited by 4 publications

References 2 publications

Conversations reflecting boundary-objects-related details of a teacher’s local practices with spreadsheet algebra programs on variables

Conversations reflecting boundary-objects-related details of a teacher’s local practices with spreadsheet algebra programs on variables

Yedinci Sınıf Öğrencilerinin Cebirsel Düşünme Düzeyleri İle Becerilerinin İncelenmesi

Globalisation, Blended Learning, and Mathematics Education

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