Algebra teaching around the world /:
Utilizing the LPS dataset, Algebra Teaching around the World documents eighth grade algebra teaching across a variety of countries that differ geographically and culturally. Different issues in algebra teaching are reported, and different theories are used to characterize algebra lessons or to compa...
Gespeichert in:
| Weitere Verfasser: | , , , |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Rotterdam :
Sense,
[2014]
|
| Schriftenreihe: | Learner's perspective study.
|
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Zusammenfassung: | Utilizing the LPS dataset, Algebra Teaching around the World documents eighth grade algebra teaching across a variety of countries that differ geographically and culturally. Different issues in algebra teaching are reported, and different theories are used to characterize algebra lessons or to compare algebra teaching in different countries. Many commonalities in algebra teaching around the world are identified, but there are also striking and deep-rooted differences. The different ways algebra was taught in different countries point to how algebra teaching may be embedded in the culture and the general traditions of mathematics education of the countries concerned. In particular, a comparison is made between algebra lessons in the Confucian-Heritage Culture (CHC) countries and Western countries. It seems that a common emphasis of algebra teaching in CHC countries is the linkage or coherence of mathematics concepts, both within an algebraic topic and between topics. On the other hand, contemporary algebra teaching in many Western school systems places increasing emphasis on the use of algebra in mathematical modeling in real world contexts and in the instructional use of metaphors, where meaning construction is assisted by invoking contexts outside the domain of algebraic manipulation, with the intention to helping students to form connections between algebra and other aspects of their experience. Algebra Teaching around the World should be of value to researchers with a focus on algebra, pedagogy or international comparisons of education. Because of the pedagogical variations noted here, there is a great deal of material that will be of interest to both teachers and teacher educators. |
| Beschreibung: | 1 online resource : illustrations. |
| Bibliographie: | Includes bibliographical references and index. |
| ISBN: | 9789462097070 9462097070 9462097054 9789462097056 |
Internformat
MARC
| LEADER | 00000cam a2200000 i 4500 | ||
|---|---|---|---|
| 001 | ZDB-4-EDU-ocn891657048 | ||
| 003 | OCoLC | ||
| 005 | 20240405112445.0 | ||
| 006 | m o d | ||
| 007 | cr cnu---unuuu | ||
| 008 | 140930t20142014ne a ob 001 0 eng d | ||
| 040 | |a N$T |b eng |e rda |e pn |c N$T |d N$T |d GW5XE |d E7B |d YDXCP |d COO |d OCLCF |d OHI |d EBLCP |d OCLCQ |d OCLCO |d DEBSZ |d OCLCO |d OCLCQ |d OCLCA |d OCLCQ |d AZK |d CNNLC |d JG0 |d CNNOR |d MOR |d Z5A |d PIFAG |d ZCU |d MERUC |d ESU |d OCLCQ |d VT2 |d IOG |d U3W |d SNK |d REB |d STF |d OCLCQ |d CEF |d MUO |d CRU |d VTS |d OCLCQ |d INT |d AU@ |d OCLCQ |d WYU |d G3B |d YOU |d TKN |d UKAHL |d OCLCQ |d WURST |d QGK |d OCLCO |d OCLCQ |d OCLCO |d OCLCL |d OCLCA |d OCLCQ | ||
| 019 | |a 961566995 |a 962661324 |a 1259070494 | ||
| 020 | |a 9789462097070 |q (electronic bk.) | ||
| 020 | |a 9462097070 |q (electronic bk.) | ||
| 020 | |a 9462097054 | ||
| 020 | |a 9789462097056 | ||
| 020 | |z 9789462097063 | ||
| 020 | |z 9462097062 | ||
| 020 | |z 9789462097056 | ||
| 024 | 7 | |a 10.1007/978-94-6209-707-0 |2 doi | |
| 035 | |a (OCoLC)891657048 |z (OCoLC)961566995 |z (OCoLC)962661324 |z (OCoLC)1259070494 | ||
| 050 | 4 | |a QA159 | |
| 072 | 7 | |a EDU |x 010000 |2 bisacsh | |
| 072 | 7 | |a JN |2 bicssc | |
| 082 | 7 | |a 372.71 |2 23 | |
| 049 | |a MAIN | ||
| 245 | 0 | 0 | |a Algebra teaching around the world / |c edited by Frederick K.S. Leung, Kyungmee Park, Derek Holton and David Clarke. |
| 264 | 1 | |a Rotterdam : |b Sense, |c [2014] | |
| 264 | 4 | |c ©2014 | |
| 300 | |a 1 online resource : |b illustrations. | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
| 338 | |a online resource |b cr |2 rdacarrier | ||
| 490 | 1 | |a The Learners Perspective Study | |
| 504 | |a Includes bibliographical references and index. | ||
| 588 | 0 | |a Print version record. | |
| 520 | |a Utilizing the LPS dataset, Algebra Teaching around the World documents eighth grade algebra teaching across a variety of countries that differ geographically and culturally. Different issues in algebra teaching are reported, and different theories are used to characterize algebra lessons or to compare algebra teaching in different countries. Many commonalities in algebra teaching around the world are identified, but there are also striking and deep-rooted differences. The different ways algebra was taught in different countries point to how algebra teaching may be embedded in the culture and the general traditions of mathematics education of the countries concerned. In particular, a comparison is made between algebra lessons in the Confucian-Heritage Culture (CHC) countries and Western countries. It seems that a common emphasis of algebra teaching in CHC countries is the linkage or coherence of mathematics concepts, both within an algebraic topic and between topics. On the other hand, contemporary algebra teaching in many Western school systems places increasing emphasis on the use of algebra in mathematical modeling in real world contexts and in the instructional use of metaphors, where meaning construction is assisted by invoking contexts outside the domain of algebraic manipulation, with the intention to helping students to form connections between algebra and other aspects of their experience. Algebra Teaching around the World should be of value to researchers with a focus on algebra, pedagogy or international comparisons of education. Because of the pedagogical variations noted here, there is a great deal of material that will be of interest to both teachers and teacher educators. | ||
| 505 | 0 | |a TABLE OF CONTENTS -- SERIES PREFACE -- CHAPTER 1: How is Algebra Taught around the World? -- INTRODUCTION -- THE LEARNER�S PERSPECTIVE STUDY (LPS) -- What are algebra and algebraic activities? -- CONTENT OF THIS BOOK -- ALGEBRA TEACHING IN DIFFERENT COUNTRIES -- Similarities and differences among countries -- How is algebra taught differently in different countries? -- Conceptual understanding -- Theory of variation -- VARIATIONS IN ALGEBRA TEACHING AMONG THE CLASSROOMS FROM THE CHC CLUSTER OF COUNTRIES | |
| 505 | 8 | |a COMPARING CHARACTERISTICS OF ALGEBRA TEACHING IN CHC AND WESTERN CLASSROOMSIS ALGEBRA â€UNIVERSALâ€?? -- CONCLUDING REMARKS -- REFERENCES -- AFFILIATIONS -- CHAPTER 2: Solving Linear Equations: A Balanced Approach -- INTRODUCTION -- TEACHING LINEAR EQUATIONS -- THE BALANCE MODEL -- CONTEXTUALISING THE CASE -- OCCASIONING THE TRANSITION -- Anticipating future learning -- Refocusing on the meaning of the equal sign -- Orientating students to more powerful ways of thinking -- INTRODUCING THE BALANCE MODEL -- Coping with the unexpected | |
| 505 | 8 | |a Detaching from the modelBALANCING ACTS -- CONCLUSION -- NOTE -- REFERENCES -- AFFILIATIONS -- CHAPTER 3: Rethinking Algebra Teaching in the Light of â€?Orchestration of Signsâ€? â€? Exploring the â€Equal Signâ€? in a Norwegian Mathematics Classroom -- INTRODUCTION -- UNDERSTANDINGS OF EQUALITY AND THE EQUAL SIGN -- THEORETICAL FRAMEWORK -- THE STUDY -- THE FINDINGS -- Contexts-Mathematics classroom environments -- Description of the lesson and identification/use of â€?signsâ€? -- DISCUSSION OF FINDINGS | |
| 505 | 8 | |a CONCLUSIONS AND IMPLICATIONS FOR THEORY AND PRACTICENOTE -- REFERENCES -- AFFILIATIONS -- CHAPTER 4: Traditional Versus Investigative Approaches to Teaching Algebra at the Lower Secondary Level: The Case of Equations -- INTRODUCTION -- ALGEBRA IN SCHOOL MATHEMATICS IN THE CZECH REPUBLIC -- DATA COLLECTION -- THE ABILITY TO UNDERSTAND EQUALITY AND EQUATIONS -- THE ABILITY TO APPLY EQUALITY AND EQUATIONS IN REAL WORLD PROBLEM-SOLVING SETTINGS | |
| 505 | 8 | |a THE ABILITY TO THINK IN A SYMBOLIC LANGUAGE, TO UNDERSTAND ALGEBRA AS GENERALIZED ARITHMETIC, AND TO UNDERSTAND ALGEBRA AS THE STUDY OF MATHEMATICAL STRUCTURESEQUATIONS IN CZ1 AND CZ2 -- ACKNOWLEDGEMENTS -- NOTES -- REFERENCES -- AFFILIATIONS -- CHAPTER 5: Developing Procedural Fluency in Algebraic Structures � A Case Study of a Mathematics Classroom in Singapore -- INTRODUCTION -- THE CASE STUDY -- Teacher Data -- Stage 1: Introduction of factorisation involving difference of two squares -- Stage 2: Demonstration of how to apply a2 � b2 = (a + b)(a � b) | |
| 546 | |a English. | ||
| 650 | 0 | |a Algebra |x Study and teaching |v Cross-cultural studies. | |
| 650 | 0 | |a Algebra |x Study and teaching. | |
| 650 | 6 | |a Algèbre |x Étude et enseignement |v Études transculturelles. | |
| 650 | 6 | |a Algèbre |x Étude et enseignement. | |
| 650 | 7 | |a EDUCATION |x Elementary. |2 bisacsh | |
| 650 | 7 | |a Algebra |x Study and teaching |2 fast | |
| 653 | 0 | 0 | |a onderwijs |
| 653 | 0 | 0 | |a education |
| 653 | 1 | 0 | |a Education (General) |
| 653 | 1 | 0 | |a Onderwijs (algemeen) |
| 655 | 7 | |a Cross-cultural studies |2 fast | |
| 700 | 1 | |a Leung, Frederick K. S., |e editor. |0 http://id.loc.gov/authorities/names/nb2006016525 | |
| 700 | 1 | |a Park, Kyungmee, |d 1965- |e editor |1 https://id.oclc.org/worldcat/entity/E39PCjvMx9GhVfYJPb8K6CRbtX | |
| 700 | 1 | |a Holton, Derek Allan, |d 1941- |e editor |1 https://id.oclc.org/worldcat/entity/E39PBJvRXRGqkTwjcbRqyhyyBP | |
| 700 | 1 | |a Clarke, David, |d 1952-2020, |e editor |1 https://id.oclc.org/worldcat/entity/E39PBJqQrPBvxhRcPgjwPDFMyd | |
| 776 | 0 | 8 | |i Print version: |t Algebra teaching around the world |z 9462097062 |w (OCoLC)890168823 |
| 830 | 0 | |a Learner's perspective study. |0 http://id.loc.gov/authorities/names/no2007011181 | |
| 856 | 4 | 0 | |l FWS01 |p ZDB-4-EDU |q FWS_PDA_EDU |u https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=847146 |3 Volltext |
| 938 | |a Askews and Holts Library Services |b ASKH |n BDZ0025846865 | ||
| 938 | |a EBL - Ebook Library |b EBLB |n EBL1973963 | ||
| 938 | |a ProQuest Ebook Central |b EBLB |n EBL1973963 | ||
| 938 | |a EBSCOhost |b EBSC |n 847146 | ||
| 938 | |a YBP Library Services |b YANK |n 12082260 | ||
| 994 | |a 92 |b GEBAY | ||
| 912 | |a ZDB-4-EDU | ||
| 049 | |a DE-863 | ||
Datensatz im Suchindex
| DE-BY-FWS_katkey | ZDB-4-EDU-ocn891657048 |
|---|---|
| _version_ | 1804635790213382144 |
| adam_text | |
| any_adam_object | |
| author2 | Leung, Frederick K. S. Park, Kyungmee, 1965- Holton, Derek Allan, 1941- Clarke, David, 1952-2020 |
| author2_role | edt edt edt edt |
| author2_variant | f k s l fks fksl k p kp d a h da dah d c dc |
| author_GND | http://id.loc.gov/authorities/names/nb2006016525 |
| author_facet | Leung, Frederick K. S. Park, Kyungmee, 1965- Holton, Derek Allan, 1941- Clarke, David, 1952-2020 |
| building | Verbundindex |
| bvnumber | localFWS |
| callnumber-first | Q - Science |
| callnumber-label | QA159 |
| callnumber-raw | QA159 |
| callnumber-search | QA159 |
| callnumber-sort | QA 3159 |
| callnumber-subject | QA - Mathematics |
| collection | ZDB-4-EDU |
| contents | TABLE OF CONTENTS -- SERIES PREFACE -- CHAPTER 1: How is Algebra Taught around the World? -- INTRODUCTION -- THE LEARNERâ€?S PERSPECTIVE STUDY (LPS) -- What are algebra and algebraic activities? -- CONTENT OF THIS BOOK -- ALGEBRA TEACHING IN DIFFERENT COUNTRIES -- Similarities and differences among countries -- How is algebra taught differently in different countries? -- Conceptual understanding -- Theory of variation -- VARIATIONS IN ALGEBRA TEACHING AMONG THE CLASSROOMS FROM THE CHC CLUSTER OF COUNTRIES COMPARING CHARACTERISTICS OF ALGEBRA TEACHING IN CHC AND WESTERN CLASSROOMSIS ALGEBRA â€UNIVERSALâ€?? -- CONCLUDING REMARKS -- REFERENCES -- AFFILIATIONS -- CHAPTER 2: Solving Linear Equations: A Balanced Approach -- INTRODUCTION -- TEACHING LINEAR EQUATIONS -- THE BALANCE MODEL -- CONTEXTUALISING THE CASE -- OCCASIONING THE TRANSITION -- Anticipating future learning -- Refocusing on the meaning of the equal sign -- Orientating students to more powerful ways of thinking -- INTRODUCING THE BALANCE MODEL -- Coping with the unexpected Detaching from the modelBALANCING ACTS -- CONCLUSION -- NOTE -- REFERENCES -- AFFILIATIONS -- CHAPTER 3: Rethinking Algebra Teaching in the Light of â€?Orchestration of Signsâ€? â€? Exploring the â€Equal Signâ€? in a Norwegian Mathematics Classroom -- INTRODUCTION -- UNDERSTANDINGS OF EQUALITY AND THE EQUAL SIGN -- THEORETICAL FRAMEWORK -- THE STUDY -- THE FINDINGS -- Contexts-Mathematics classroom environments -- Description of the lesson and identification/use of â€?signsâ€? -- DISCUSSION OF FINDINGS CONCLUSIONS AND IMPLICATIONS FOR THEORY AND PRACTICENOTE -- REFERENCES -- AFFILIATIONS -- CHAPTER 4: Traditional Versus Investigative Approaches to Teaching Algebra at the Lower Secondary Level: The Case of Equations -- INTRODUCTION -- ALGEBRA IN SCHOOL MATHEMATICS IN THE CZECH REPUBLIC -- DATA COLLECTION -- THE ABILITY TO UNDERSTAND EQUALITY AND EQUATIONS -- THE ABILITY TO APPLY EQUALITY AND EQUATIONS IN REAL WORLD PROBLEM-SOLVING SETTINGS THE ABILITY TO THINK IN A SYMBOLIC LANGUAGE, TO UNDERSTAND ALGEBRA AS GENERALIZED ARITHMETIC, AND TO UNDERSTAND ALGEBRA AS THE STUDY OF MATHEMATICAL STRUCTURESEQUATIONS IN CZ1 AND CZ2 -- ACKNOWLEDGEMENTS -- NOTES -- REFERENCES -- AFFILIATIONS -- CHAPTER 5: Developing Procedural Fluency in Algebraic Structures â€? A Case Study of a Mathematics Classroom in Singapore -- INTRODUCTION -- THE CASE STUDY -- Teacher Data -- Stage 1: Introduction of factorisation involving difference of two squares -- Stage 2: Demonstration of how to apply a2 â€? b2 = (a + b)(a â€? b) |
| ctrlnum | (OCoLC)891657048 |
| dewey-full | 372.71 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 372 - Primary education (Elementary education) |
| dewey-raw | 372.71 |
| dewey-search | 372.71 |
| dewey-sort | 3372.71 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| format | Electronic eBook |
| fullrecord | <?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>07661cam a2200781 i 4500</leader><controlfield tag="001">ZDB-4-EDU-ocn891657048</controlfield><controlfield tag="003">OCoLC</controlfield><controlfield tag="005">20240405112445.0</controlfield><controlfield tag="006">m o d </controlfield><controlfield tag="007">cr cnu---unuuu</controlfield><controlfield tag="008">140930t20142014ne a ob 001 0 eng d</controlfield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">N$T</subfield><subfield code="b">eng</subfield><subfield code="e">rda</subfield><subfield code="e">pn</subfield><subfield code="c">N$T</subfield><subfield code="d">N$T</subfield><subfield code="d">GW5XE</subfield><subfield code="d">E7B</subfield><subfield code="d">YDXCP</subfield><subfield code="d">COO</subfield><subfield code="d">OCLCF</subfield><subfield code="d">OHI</subfield><subfield code="d">EBLCP</subfield><subfield code="d">OCLCQ</subfield><subfield code="d">OCLCO</subfield><subfield code="d">DEBSZ</subfield><subfield code="d">OCLCO</subfield><subfield code="d">OCLCQ</subfield><subfield code="d">OCLCA</subfield><subfield code="d">OCLCQ</subfield><subfield code="d">AZK</subfield><subfield code="d">CNNLC</subfield><subfield code="d">JG0</subfield><subfield code="d">CNNOR</subfield><subfield code="d">MOR</subfield><subfield code="d">Z5A</subfield><subfield code="d">PIFAG</subfield><subfield code="d">ZCU</subfield><subfield code="d">MERUC</subfield><subfield code="d">ESU</subfield><subfield code="d">OCLCQ</subfield><subfield code="d">VT2</subfield><subfield code="d">IOG</subfield><subfield code="d">U3W</subfield><subfield code="d">SNK</subfield><subfield code="d">REB</subfield><subfield code="d">STF</subfield><subfield code="d">OCLCQ</subfield><subfield code="d">CEF</subfield><subfield code="d">MUO</subfield><subfield code="d">CRU</subfield><subfield code="d">VTS</subfield><subfield code="d">OCLCQ</subfield><subfield code="d">INT</subfield><subfield code="d">AU@</subfield><subfield code="d">OCLCQ</subfield><subfield code="d">WYU</subfield><subfield code="d">G3B</subfield><subfield code="d">YOU</subfield><subfield code="d">TKN</subfield><subfield code="d">UKAHL</subfield><subfield code="d">OCLCQ</subfield><subfield code="d">WURST</subfield><subfield code="d">QGK</subfield><subfield code="d">OCLCO</subfield><subfield code="d">OCLCQ</subfield><subfield code="d">OCLCO</subfield><subfield code="d">OCLCL</subfield><subfield code="d">OCLCA</subfield><subfield code="d">OCLCQ</subfield></datafield><datafield tag="019" ind1=" " ind2=" "><subfield code="a">961566995</subfield><subfield code="a">962661324</subfield><subfield code="a">1259070494</subfield></datafield><datafield tag="020" ind1=" " ind2=" "><subfield code="a">9789462097070</subfield><subfield code="q">(electronic bk.)</subfield></datafield><datafield tag="020" ind1=" " ind2=" "><subfield code="a">9462097070</subfield><subfield code="q">(electronic bk.)</subfield></datafield><datafield tag="020" ind1=" " ind2=" "><subfield code="a">9462097054</subfield></datafield><datafield tag="020" ind1=" " ind2=" "><subfield code="a">9789462097056</subfield></datafield><datafield tag="020" ind1=" " ind2=" "><subfield code="z">9789462097063</subfield></datafield><datafield tag="020" ind1=" " ind2=" "><subfield code="z">9462097062</subfield></datafield><datafield tag="020" ind1=" " ind2=" "><subfield code="z">9789462097056</subfield></datafield><datafield tag="024" ind1="7" ind2=" "><subfield code="a">10.1007/978-94-6209-707-0</subfield><subfield code="2">doi</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(OCoLC)891657048</subfield><subfield code="z">(OCoLC)961566995</subfield><subfield code="z">(OCoLC)962661324</subfield><subfield code="z">(OCoLC)1259070494</subfield></datafield><datafield tag="050" ind1=" " ind2="4"><subfield code="a">QA159</subfield></datafield><datafield tag="072" ind1=" " ind2="7"><subfield code="a">EDU</subfield><subfield code="x">010000</subfield><subfield code="2">bisacsh</subfield></datafield><datafield tag="072" ind1=" " ind2="7"><subfield code="a">JN</subfield><subfield code="2">bicssc</subfield></datafield><datafield tag="082" ind1="7" ind2=" "><subfield code="a">372.71</subfield><subfield code="2">23</subfield></datafield><datafield tag="049" ind1=" " ind2=" "><subfield code="a">MAIN</subfield></datafield><datafield tag="245" ind1="0" ind2="0"><subfield code="a">Algebra teaching around the world /</subfield><subfield code="c">edited by Frederick K.S. Leung, Kyungmee Park, Derek Holton and David Clarke.</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="a">Rotterdam :</subfield><subfield code="b">Sense,</subfield><subfield code="c">[2014]</subfield></datafield><datafield tag="264" ind1=" " ind2="4"><subfield code="c">©2014</subfield></datafield><datafield tag="300" ind1=" " ind2=" "><subfield code="a">1 online resource :</subfield><subfield code="b">illustrations.</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">computer</subfield><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">online resource</subfield><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="490" ind1="1" ind2=" "><subfield code="a">The Learners Perspective Study</subfield></datafield><datafield tag="504" ind1=" " ind2=" "><subfield code="a">Includes bibliographical references and index.</subfield></datafield><datafield tag="588" ind1="0" ind2=" "><subfield code="a">Print version record.</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">Utilizing the LPS dataset, Algebra Teaching around the World documents eighth grade algebra teaching across a variety of countries that differ geographically and culturally. Different issues in algebra teaching are reported, and different theories are used to characterize algebra lessons or to compare algebra teaching in different countries. Many commonalities in algebra teaching around the world are identified, but there are also striking and deep-rooted differences. The different ways algebra was taught in different countries point to how algebra teaching may be embedded in the culture and the general traditions of mathematics education of the countries concerned. In particular, a comparison is made between algebra lessons in the Confucian-Heritage Culture (CHC) countries and Western countries. It seems that a common emphasis of algebra teaching in CHC countries is the linkage or coherence of mathematics concepts, both within an algebraic topic and between topics. On the other hand, contemporary algebra teaching in many Western school systems places increasing emphasis on the use of algebra in mathematical modeling in real world contexts and in the instructional use of metaphors, where meaning construction is assisted by invoking contexts outside the domain of algebraic manipulation, with the intention to helping students to form connections between algebra and other aspects of their experience. Algebra Teaching around the World should be of value to researchers with a focus on algebra, pedagogy or international comparisons of education. Because of the pedagogical variations noted here, there is a great deal of material that will be of interest to both teachers and teacher educators.</subfield></datafield><datafield tag="505" ind1="0" ind2=" "><subfield code="a">TABLE OF CONTENTS -- SERIES PREFACE -- CHAPTER 1: How is Algebra Taught around the World? -- INTRODUCTION -- THE LEARNERâ€?S PERSPECTIVE STUDY (LPS) -- What are algebra and algebraic activities? -- CONTENT OF THIS BOOK -- ALGEBRA TEACHING IN DIFFERENT COUNTRIES -- Similarities and differences among countries -- How is algebra taught differently in different countries? -- Conceptual understanding -- Theory of variation -- VARIATIONS IN ALGEBRA TEACHING AMONG THE CLASSROOMS FROM THE CHC CLUSTER OF COUNTRIES</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">COMPARING CHARACTERISTICS OF ALGEBRA TEACHING IN CHC AND WESTERN CLASSROOMSIS ALGEBRA â€UNIVERSALâ€?? -- CONCLUDING REMARKS -- REFERENCES -- AFFILIATIONS -- CHAPTER 2: Solving Linear Equations: A Balanced Approach -- INTRODUCTION -- TEACHING LINEAR EQUATIONS -- THE BALANCE MODEL -- CONTEXTUALISING THE CASE -- OCCASIONING THE TRANSITION -- Anticipating future learning -- Refocusing on the meaning of the equal sign -- Orientating students to more powerful ways of thinking -- INTRODUCING THE BALANCE MODEL -- Coping with the unexpected</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">Detaching from the modelBALANCING ACTS -- CONCLUSION -- NOTE -- REFERENCES -- AFFILIATIONS -- CHAPTER 3: Rethinking Algebra Teaching in the Light of â€?Orchestration of Signsâ€? â€? Exploring the â€Equal Signâ€? in a Norwegian Mathematics Classroom -- INTRODUCTION -- UNDERSTANDINGS OF EQUALITY AND THE EQUAL SIGN -- THEORETICAL FRAMEWORK -- THE STUDY -- THE FINDINGS -- Contexts-Mathematics classroom environments -- Description of the lesson and identification/use of â€?signsâ€? -- DISCUSSION OF FINDINGS</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">CONCLUSIONS AND IMPLICATIONS FOR THEORY AND PRACTICENOTE -- REFERENCES -- AFFILIATIONS -- CHAPTER 4: Traditional Versus Investigative Approaches to Teaching Algebra at the Lower Secondary Level: The Case of Equations -- INTRODUCTION -- ALGEBRA IN SCHOOL MATHEMATICS IN THE CZECH REPUBLIC -- DATA COLLECTION -- THE ABILITY TO UNDERSTAND EQUALITY AND EQUATIONS -- THE ABILITY TO APPLY EQUALITY AND EQUATIONS IN REAL WORLD PROBLEM-SOLVING SETTINGS</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">THE ABILITY TO THINK IN A SYMBOLIC LANGUAGE, TO UNDERSTAND ALGEBRA AS GENERALIZED ARITHMETIC, AND TO UNDERSTAND ALGEBRA AS THE STUDY OF MATHEMATICAL STRUCTURESEQUATIONS IN CZ1 AND CZ2 -- ACKNOWLEDGEMENTS -- NOTES -- REFERENCES -- AFFILIATIONS -- CHAPTER 5: Developing Procedural Fluency in Algebraic Structures â€? A Case Study of a Mathematics Classroom in Singapore -- INTRODUCTION -- THE CASE STUDY -- Teacher Data -- Stage 1: Introduction of factorisation involving difference of two squares -- Stage 2: Demonstration of how to apply a2 â€? b2 = (a + b)(a â€? b)</subfield></datafield><datafield tag="546" ind1=" " ind2=" "><subfield code="a">English.</subfield></datafield><datafield tag="650" ind1=" " ind2="0"><subfield code="a">Algebra</subfield><subfield code="x">Study and teaching</subfield><subfield code="v">Cross-cultural studies.</subfield></datafield><datafield tag="650" ind1=" " ind2="0"><subfield code="a">Algebra</subfield><subfield code="x">Study and teaching.</subfield></datafield><datafield tag="650" ind1=" " ind2="6"><subfield code="a">Algèbre</subfield><subfield code="x">Étude et enseignement</subfield><subfield code="v">Études transculturelles.</subfield></datafield><datafield tag="650" ind1=" " ind2="6"><subfield code="a">Algèbre</subfield><subfield code="x">Étude et enseignement.</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">EDUCATION</subfield><subfield code="x">Elementary.</subfield><subfield code="2">bisacsh</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">Algebra</subfield><subfield code="x">Study and teaching</subfield><subfield code="2">fast</subfield></datafield><datafield tag="653" ind1="0" ind2="0"><subfield code="a">onderwijs</subfield></datafield><datafield tag="653" ind1="0" ind2="0"><subfield code="a">education</subfield></datafield><datafield tag="653" ind1="1" ind2="0"><subfield code="a">Education (General)</subfield></datafield><datafield tag="653" ind1="1" ind2="0"><subfield code="a">Onderwijs (algemeen)</subfield></datafield><datafield tag="655" ind1=" " ind2="7"><subfield code="a">Cross-cultural studies</subfield><subfield code="2">fast</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Leung, Frederick K. S.,</subfield><subfield code="e">editor.</subfield><subfield code="0">http://id.loc.gov/authorities/names/nb2006016525</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Park, Kyungmee,</subfield><subfield code="d">1965-</subfield><subfield code="e">editor</subfield><subfield code="1">https://id.oclc.org/worldcat/entity/E39PCjvMx9GhVfYJPb8K6CRbtX</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Holton, Derek Allan,</subfield><subfield code="d">1941-</subfield><subfield code="e">editor</subfield><subfield code="1">https://id.oclc.org/worldcat/entity/E39PBJvRXRGqkTwjcbRqyhyyBP</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Clarke, David,</subfield><subfield code="d">1952-2020,</subfield><subfield code="e">editor</subfield><subfield code="1">https://id.oclc.org/worldcat/entity/E39PBJqQrPBvxhRcPgjwPDFMyd</subfield></datafield><datafield tag="776" ind1="0" ind2="8"><subfield code="i">Print version:</subfield><subfield code="t">Algebra teaching around the world</subfield><subfield code="z">9462097062</subfield><subfield code="w">(OCoLC)890168823</subfield></datafield><datafield tag="830" ind1=" " ind2="0"><subfield code="a">Learner's perspective study.</subfield><subfield code="0">http://id.loc.gov/authorities/names/no2007011181</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="l">FWS01</subfield><subfield code="p">ZDB-4-EDU</subfield><subfield code="q">FWS_PDA_EDU</subfield><subfield code="u">https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=847146</subfield><subfield code="3">Volltext</subfield></datafield><datafield tag="938" ind1=" " ind2=" "><subfield code="a">Askews and Holts Library Services</subfield><subfield code="b">ASKH</subfield><subfield code="n">BDZ0025846865</subfield></datafield><datafield tag="938" ind1=" " ind2=" "><subfield code="a">EBL - Ebook Library</subfield><subfield code="b">EBLB</subfield><subfield code="n">EBL1973963</subfield></datafield><datafield tag="938" ind1=" " ind2=" "><subfield code="a">ProQuest Ebook Central</subfield><subfield code="b">EBLB</subfield><subfield code="n">EBL1973963</subfield></datafield><datafield tag="938" ind1=" " ind2=" "><subfield code="a">EBSCOhost</subfield><subfield code="b">EBSC</subfield><subfield code="n">847146</subfield></datafield><datafield tag="938" ind1=" " ind2=" "><subfield code="a">YBP Library Services</subfield><subfield code="b">YANK</subfield><subfield code="n">12082260</subfield></datafield><datafield tag="994" ind1=" " ind2=" "><subfield code="a">92</subfield><subfield code="b">GEBAY</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">ZDB-4-EDU</subfield></datafield><datafield tag="049" ind1=" " ind2=" "><subfield code="a">DE-863</subfield></datafield></record></collection> |
| genre | Cross-cultural studies fast |
| genre_facet | Cross-cultural studies |
| id | ZDB-4-EDU-ocn891657048 |
| illustrated | Illustrated |
| indexdate | 2024-07-15T09:13:23Z |
| institution | BVB |
| isbn | 9789462097070 9462097070 9462097054 9789462097056 |
| language | English |
| oclc_num | 891657048 |
| open_access_boolean | |
| owner | MAIN DE-863 DE-BY-FWS |
| owner_facet | MAIN DE-863 DE-BY-FWS |
| physical | 1 online resource : illustrations. |
| psigel | ZDB-4-EDU |
| publishDate | 2014 |
| publishDateSearch | 2014 |
| publishDateSort | 2014 |
| publisher | Sense, |
| record_format | marc |
| series | Learner's perspective study. |
| series2 | The Learners Perspective Study |
| spelling | Algebra teaching around the world / edited by Frederick K.S. Leung, Kyungmee Park, Derek Holton and David Clarke. Rotterdam : Sense, [2014] ©2014 1 online resource : illustrations. text txt rdacontent computer c rdamedia online resource cr rdacarrier The Learners Perspective Study Includes bibliographical references and index. Print version record. Utilizing the LPS dataset, Algebra Teaching around the World documents eighth grade algebra teaching across a variety of countries that differ geographically and culturally. Different issues in algebra teaching are reported, and different theories are used to characterize algebra lessons or to compare algebra teaching in different countries. Many commonalities in algebra teaching around the world are identified, but there are also striking and deep-rooted differences. The different ways algebra was taught in different countries point to how algebra teaching may be embedded in the culture and the general traditions of mathematics education of the countries concerned. In particular, a comparison is made between algebra lessons in the Confucian-Heritage Culture (CHC) countries and Western countries. It seems that a common emphasis of algebra teaching in CHC countries is the linkage or coherence of mathematics concepts, both within an algebraic topic and between topics. On the other hand, contemporary algebra teaching in many Western school systems places increasing emphasis on the use of algebra in mathematical modeling in real world contexts and in the instructional use of metaphors, where meaning construction is assisted by invoking contexts outside the domain of algebraic manipulation, with the intention to helping students to form connections between algebra and other aspects of their experience. Algebra Teaching around the World should be of value to researchers with a focus on algebra, pedagogy or international comparisons of education. Because of the pedagogical variations noted here, there is a great deal of material that will be of interest to both teachers and teacher educators. TABLE OF CONTENTS -- SERIES PREFACE -- CHAPTER 1: How is Algebra Taught around the World? -- INTRODUCTION -- THE LEARNERâ€?S PERSPECTIVE STUDY (LPS) -- What are algebra and algebraic activities? -- CONTENT OF THIS BOOK -- ALGEBRA TEACHING IN DIFFERENT COUNTRIES -- Similarities and differences among countries -- How is algebra taught differently in different countries? -- Conceptual understanding -- Theory of variation -- VARIATIONS IN ALGEBRA TEACHING AMONG THE CLASSROOMS FROM THE CHC CLUSTER OF COUNTRIES COMPARING CHARACTERISTICS OF ALGEBRA TEACHING IN CHC AND WESTERN CLASSROOMSIS ALGEBRA â€UNIVERSALâ€?? -- CONCLUDING REMARKS -- REFERENCES -- AFFILIATIONS -- CHAPTER 2: Solving Linear Equations: A Balanced Approach -- INTRODUCTION -- TEACHING LINEAR EQUATIONS -- THE BALANCE MODEL -- CONTEXTUALISING THE CASE -- OCCASIONING THE TRANSITION -- Anticipating future learning -- Refocusing on the meaning of the equal sign -- Orientating students to more powerful ways of thinking -- INTRODUCING THE BALANCE MODEL -- Coping with the unexpected Detaching from the modelBALANCING ACTS -- CONCLUSION -- NOTE -- REFERENCES -- AFFILIATIONS -- CHAPTER 3: Rethinking Algebra Teaching in the Light of â€?Orchestration of Signsâ€? â€? Exploring the â€Equal Signâ€? in a Norwegian Mathematics Classroom -- INTRODUCTION -- UNDERSTANDINGS OF EQUALITY AND THE EQUAL SIGN -- THEORETICAL FRAMEWORK -- THE STUDY -- THE FINDINGS -- Contexts-Mathematics classroom environments -- Description of the lesson and identification/use of â€?signsâ€? -- DISCUSSION OF FINDINGS CONCLUSIONS AND IMPLICATIONS FOR THEORY AND PRACTICENOTE -- REFERENCES -- AFFILIATIONS -- CHAPTER 4: Traditional Versus Investigative Approaches to Teaching Algebra at the Lower Secondary Level: The Case of Equations -- INTRODUCTION -- ALGEBRA IN SCHOOL MATHEMATICS IN THE CZECH REPUBLIC -- DATA COLLECTION -- THE ABILITY TO UNDERSTAND EQUALITY AND EQUATIONS -- THE ABILITY TO APPLY EQUALITY AND EQUATIONS IN REAL WORLD PROBLEM-SOLVING SETTINGS THE ABILITY TO THINK IN A SYMBOLIC LANGUAGE, TO UNDERSTAND ALGEBRA AS GENERALIZED ARITHMETIC, AND TO UNDERSTAND ALGEBRA AS THE STUDY OF MATHEMATICAL STRUCTURESEQUATIONS IN CZ1 AND CZ2 -- ACKNOWLEDGEMENTS -- NOTES -- REFERENCES -- AFFILIATIONS -- CHAPTER 5: Developing Procedural Fluency in Algebraic Structures â€? A Case Study of a Mathematics Classroom in Singapore -- INTRODUCTION -- THE CASE STUDY -- Teacher Data -- Stage 1: Introduction of factorisation involving difference of two squares -- Stage 2: Demonstration of how to apply a2 â€? b2 = (a + b)(a â€? b) English. Algebra Study and teaching Cross-cultural studies. Algebra Study and teaching. Algèbre Étude et enseignement Études transculturelles. Algèbre Étude et enseignement. EDUCATION Elementary. bisacsh Algebra Study and teaching fast onderwijs education Education (General) Onderwijs (algemeen) Cross-cultural studies fast Leung, Frederick K. S., editor. http://id.loc.gov/authorities/names/nb2006016525 Park, Kyungmee, 1965- editor https://id.oclc.org/worldcat/entity/E39PCjvMx9GhVfYJPb8K6CRbtX Holton, Derek Allan, 1941- editor https://id.oclc.org/worldcat/entity/E39PBJvRXRGqkTwjcbRqyhyyBP Clarke, David, 1952-2020, editor https://id.oclc.org/worldcat/entity/E39PBJqQrPBvxhRcPgjwPDFMyd Print version: Algebra teaching around the world 9462097062 (OCoLC)890168823 Learner's perspective study. http://id.loc.gov/authorities/names/no2007011181 FWS01 ZDB-4-EDU FWS_PDA_EDU https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=847146 Volltext |
| spellingShingle | Algebra teaching around the world / Learner's perspective study. TABLE OF CONTENTS -- SERIES PREFACE -- CHAPTER 1: How is Algebra Taught around the World? -- INTRODUCTION -- THE LEARNERâ€?S PERSPECTIVE STUDY (LPS) -- What are algebra and algebraic activities? -- CONTENT OF THIS BOOK -- ALGEBRA TEACHING IN DIFFERENT COUNTRIES -- Similarities and differences among countries -- How is algebra taught differently in different countries? -- Conceptual understanding -- Theory of variation -- VARIATIONS IN ALGEBRA TEACHING AMONG THE CLASSROOMS FROM THE CHC CLUSTER OF COUNTRIES COMPARING CHARACTERISTICS OF ALGEBRA TEACHING IN CHC AND WESTERN CLASSROOMSIS ALGEBRA â€UNIVERSALâ€?? -- CONCLUDING REMARKS -- REFERENCES -- AFFILIATIONS -- CHAPTER 2: Solving Linear Equations: A Balanced Approach -- INTRODUCTION -- TEACHING LINEAR EQUATIONS -- THE BALANCE MODEL -- CONTEXTUALISING THE CASE -- OCCASIONING THE TRANSITION -- Anticipating future learning -- Refocusing on the meaning of the equal sign -- Orientating students to more powerful ways of thinking -- INTRODUCING THE BALANCE MODEL -- Coping with the unexpected Detaching from the modelBALANCING ACTS -- CONCLUSION -- NOTE -- REFERENCES -- AFFILIATIONS -- CHAPTER 3: Rethinking Algebra Teaching in the Light of â€?Orchestration of Signsâ€? â€? Exploring the â€Equal Signâ€? in a Norwegian Mathematics Classroom -- INTRODUCTION -- UNDERSTANDINGS OF EQUALITY AND THE EQUAL SIGN -- THEORETICAL FRAMEWORK -- THE STUDY -- THE FINDINGS -- Contexts-Mathematics classroom environments -- Description of the lesson and identification/use of â€?signsâ€? -- DISCUSSION OF FINDINGS CONCLUSIONS AND IMPLICATIONS FOR THEORY AND PRACTICENOTE -- REFERENCES -- AFFILIATIONS -- CHAPTER 4: Traditional Versus Investigative Approaches to Teaching Algebra at the Lower Secondary Level: The Case of Equations -- INTRODUCTION -- ALGEBRA IN SCHOOL MATHEMATICS IN THE CZECH REPUBLIC -- DATA COLLECTION -- THE ABILITY TO UNDERSTAND EQUALITY AND EQUATIONS -- THE ABILITY TO APPLY EQUALITY AND EQUATIONS IN REAL WORLD PROBLEM-SOLVING SETTINGS THE ABILITY TO THINK IN A SYMBOLIC LANGUAGE, TO UNDERSTAND ALGEBRA AS GENERALIZED ARITHMETIC, AND TO UNDERSTAND ALGEBRA AS THE STUDY OF MATHEMATICAL STRUCTURESEQUATIONS IN CZ1 AND CZ2 -- ACKNOWLEDGEMENTS -- NOTES -- REFERENCES -- AFFILIATIONS -- CHAPTER 5: Developing Procedural Fluency in Algebraic Structures â€? A Case Study of a Mathematics Classroom in Singapore -- INTRODUCTION -- THE CASE STUDY -- Teacher Data -- Stage 1: Introduction of factorisation involving difference of two squares -- Stage 2: Demonstration of how to apply a2 â€? b2 = (a + b)(a â€? b) Algebra Study and teaching Cross-cultural studies. Algebra Study and teaching. Algèbre Étude et enseignement Études transculturelles. Algèbre Étude et enseignement. EDUCATION Elementary. bisacsh Algebra Study and teaching fast |
| title | Algebra teaching around the world / |
| title_auth | Algebra teaching around the world / |
| title_exact_search | Algebra teaching around the world / |
| title_full | Algebra teaching around the world / edited by Frederick K.S. Leung, Kyungmee Park, Derek Holton and David Clarke. |
| title_fullStr | Algebra teaching around the world / edited by Frederick K.S. Leung, Kyungmee Park, Derek Holton and David Clarke. |
| title_full_unstemmed | Algebra teaching around the world / edited by Frederick K.S. Leung, Kyungmee Park, Derek Holton and David Clarke. |
| title_short | Algebra teaching around the world / |
| title_sort | algebra teaching around the world |
| topic | Algebra Study and teaching Cross-cultural studies. Algebra Study and teaching. Algèbre Étude et enseignement Études transculturelles. Algèbre Étude et enseignement. EDUCATION Elementary. bisacsh Algebra Study and teaching fast |
| topic_facet | Algebra Study and teaching Cross-cultural studies. Algebra Study and teaching. Algèbre Étude et enseignement Études transculturelles. Algèbre Étude et enseignement. EDUCATION Elementary. Algebra Study and teaching Cross-cultural studies |
| url | https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=847146 |
| work_keys_str_mv | AT leungfrederickks algebrateachingaroundtheworld AT parkkyungmee algebrateachingaroundtheworld AT holtonderekallan algebrateachingaroundtheworld AT clarkedavid algebrateachingaroundtheworld |