Read e-book online Algebra Teaching around the World PDF

By Frederick K. S. Leung, Kyungmee Park, Derek Holton

Using the LPS dataset, Algebra instructing world wide records 8th grade algebra instructing throughout a number of international locations that range geographically and culturally. assorted concerns in algebra educating are suggested, and diversified theories are used to represent algebra classes or to match algebra instructing in numerous international locations. Many commonalities in algebra educating around the globe are pointed out, yet there also are extraordinary and deep-rooted adjustments. the various methods algebra used to be taught in several nations aspect to how algebra instructing should be embedded within the tradition and the overall traditions of arithmetic schooling of the international locations involved. particularly, a comparability is made among algebra classes within the Confucian-Heritage tradition (CHC) international locations and 'Western' nations. apparently a typical emphasis of algebra educating in CHC nations is the 'linkage' or 'coherence' of arithmetic ideas, either inside of an algebraic subject and among themes. nevertheless, modern algebra educating in lots of Western college platforms locations expanding emphasis at the use of algebra in mathematical modeling in 'real international' contexts and within the educational use of metaphors, the place which means building is assisted via invoking contexts outdoors the area of algebraic manipulation, which will supporting scholars to shape connections among algebra and different features in their event. Algebra educating around the globe will be of price to researchers with a spotlight on algebra, pedagogy or foreign comparisons of schooling. as a result of pedagogical diversifications famous the following, there's a good deal of fabric that might be of curiosity to either lecturers and instructor educators.

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Star, J. , & Newton, K. J. (2009). The nature and development of experts’ strategy flexibility for solving equations. ZDM Mathematics Education, 41, 557–567. Vlassis, J. (2002). The balance model: Hindrance or support for the solving of linear equations with one unknown. Educational Studies in Mathematics, 49, 341–359. Walshaw, M. (2010). Pedagogical change: Rethinking identity and reflective practice. Journal of Mathematics Teacher Education, 13(6), 487–497. , & Cooper, T. J. (2005). Young children’s ability to use the balance strategy to solve for unknowns.

At another level, we tried to maintain the coherence of the teacher’s case in terms of her pedagogic practice and with a holistic view (and respondent validated by the participant teacher interview), anchored in the teacher’s own interview and the observations. The cursory analysis of textbooks helped here in identifying issues for examination. In addition, we could also draw on pupil interviews. g. Pepin, 1999; Pepin, 2011) which has highlighted the complex nature of teachers’ work and classroom environments.

Sydney: MERGA. , & Wilson, D. (1999). Semantic innovation: Arithmetical and algebraic metaphors with narratives of learning. Educational Studies in Mathematics, 40, 53–70. , & Olive, J. (2010). Eighth grade students’ representations of linear equations based on a cups and tiles model. Educational Studies in Mathematics, 74(2), 143–162. , & Levi, L. (2003). Thinking mathematically: Integrating arithmetic and algebra in elementary school. Portsmouth, MH: Heinemann. Chazan, D. (2008). The shifting landscape of school algebra in the United States.

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