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Encountering algebraa comparative st...

Kilhamn, Cecilia.

Encountering algebraa comparative study of classrooms in Finland, Norway, Sweden, and the USA /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Encountering algebraedited by Cecilia Kilhamn, Roger Saljo.
其他題名:	a comparative study of classrooms in Finland, Norway, Sweden, and the USA /
其他作者:	Kilhamn, Cecilia.
出版者:	Cham :Springer International Publishing :2019.
面頁冊數:	x, 263 p. :ill., digital ;24 cm.
Contained By:	Springer Nature eBook
標題:	AlgebraStudy and teaching
電子資源:	https://doi.org/10.1007/978-3-030-17577-1
ISBN:	9783030175771$q(electronic bk.)

Encountering algebraa comparative study of classrooms in Finland, Norway, Sweden, and the USA /
Encountering algebraa comparative study of classrooms in Finland, Norway, Sweden, and the USA /[electronic resource] :edited by Cecilia Kilhamn, Roger Saljo. - Cham :Springer International Publishing :2019. - x, 263 p. :ill., digital ;24 cm.

Chapter 1: School Algebra -- Chapter 2: Researching Classrooms in Search of Learning: Theoretical and Methodological Considerations -- Chapter 3: The VIDEOMAT Project: Theoretical Considerations and Methodological Procedures -- Chapter 4: Participation and Mathematization in Introductory Algebra Classrooms: The Case of Sweden -- Chapter 5: Designed Examples as Mediating Tools: Introductory Algebra in Two Norwegian Grade 8 Classrooms -- Chapter 6: Learning to Solve Equations in Three Swedish-speaking Classrooms in Finland -- Chapter 7: How Teachers Introduce Algebra and How it Might Affect Students' Beliefs About What it Means to "Do" Mathematics -- Chapter 8: The Fifth Lesson: Students' Responses to a Patterning Task Across the Four Countries -- Chapter 9: Encouraging Algebraic Reasoning in Contemporary Classrooms: Some Observations and a Synthesis.

The book reports a comparative research project about algebra teaching and learning in four countries. Algebra is a central topic of learning across the world, and it is well-known that it represents a hurdle for many students. The book presents analyses built on extensive video-recordings of classrooms documenting the first introduction to symbolic algebra (students aged 12 to 14) While the content addressed in all classrooms is variables, expressions and equations, the teaching approaches are diverse. The chapters bring the reader into different algebra classrooms, discussing issues such as mathematization and social norms, the role of mediating tools and designed examples, and teacher beliefs. By comparing classrooms, new insights are generated about how students understand the algebraic content, how teachers instruct, and how both parties deal with difficulties in learning elementary algebra. The book also describes a research methodology using video in search of taken-for-granted aspects of algebra lessons.

ISBN: 9783030175771$q(electronic bk.)

Standard No.: 10.1007/978-3-030-17577-1doiSubjects--Topical Terms:

878550
Algebra
--Study and teaching

LC Class. No.: QA159 / .E53 2019

Dewey Class. No.: 372.71

Encountering algebraa comparative study of classrooms in Finland, Norway, Sweden, and the USA /
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505 0 $a Chapter 1: School Algebra -- Chapter 2: Researching Classrooms in Search of Learning: Theoretical and Methodological Considerations -- Chapter 3: The VIDEOMAT Project: Theoretical Considerations and Methodological Procedures -- Chapter 4: Participation and Mathematization in Introductory Algebra Classrooms: The Case of Sweden -- Chapter 5: Designed Examples as Mediating Tools: Introductory Algebra in Two Norwegian Grade 8 Classrooms -- Chapter 6: Learning to Solve Equations in Three Swedish-speaking Classrooms in Finland -- Chapter 7: How Teachers Introduce Algebra and How it Might Affect Students' Beliefs About What it Means to "Do" Mathematics -- Chapter 8: The Fifth Lesson: Students' Responses to a Patterning Task Across the Four Countries -- Chapter 9: Encouraging Algebraic Reasoning in Contemporary Classrooms: Some Observations and a Synthesis.
520 $a The book reports a comparative research project about algebra teaching and learning in four countries. Algebra is a central topic of learning across the world, and it is well-known that it represents a hurdle for many students. The book presents analyses built on extensive video-recordings of classrooms documenting the first introduction to symbolic algebra (students aged 12 to 14) While the content addressed in all classrooms is variables, expressions and equations, the teaching approaches are diverse. The chapters bring the reader into different algebra classrooms, discussing issues such as mathematization and social norms, the role of mediating tools and designed examples, and teacher beliefs. By comparing classrooms, new insights are generated about how students understand the algebraic content, how teachers instruct, and how both parties deal with difficulties in learning elementary algebra. The book also describes a research methodology using video in search of taken-for-granted aspects of algebra lessons.
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