Search Results for algebra-teaching-around-the-world

How is Algebra Taught around the World? INTRODUCTION Algebra is a major component of the mathematics curriculum in all countries around the world. There is ample research on the algebra curriculum and on algebra teaching reported in the ...

Author: Frederick K.S. Leung

Publisher: Springer

ISBN: 9789462097070

Category: Education

Page: 264

View: 974

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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.
2014-10-13 By Frederick K.S. Leung

Reasoning tasks seem to be a good indicator of high-quality mathematics teaching across domains. • The opportunities indicator for “algebraic procedures” relates to measures of classroom management and social-emotional support: the more ...

Author: OECD

Publisher: OECD Publishing

ISBN: 9789264747159

Category:

Page: 308

View: 568

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What does teaching look like? What practices are most impactful? By directly observing teaching in the classroom, this study trialled new research methods to shed light on these key questions for raising student outcomes around the world.
2020-11-16 By OECD

It was inspired by the Plenary Panel Algebra around the world and draws in part‚ on information and cases presented in that session. It highlights through a range of examples‚ some of the dimensions of difference in the teaching of ...

Author: Kaye Stacey

Publisher: Springer Science & Business Media

ISBN: 9781402081316

Category: Education

Page: 373

View: 155

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Kaye Stacey‚ Helen Chick‚ and Margaret Kendal The University of Melbourne‚ Australia Abstract: This section reports on the organisation‚ procedures‚ and publications of the ICMI Study‚ The Future of the Teaching and Learning of Algebra. Key words: Study Conference‚ organisation‚ procedures‚ publications The International Commission on Mathematical Instruction (ICMI) has‚ since the 1980s‚ conducted a series of studies into topics of particular significance to the theory and practice of contemporary mathematics education. Each ICMI Study involves an international seminar‚ the “Study Conference”‚ and culminates in a published volume intended to promote and assist discussion and action at the international‚ national‚ regional‚ and institutional levels. The ICMI Study running from 2000 to 2004 was on The Future of the Teaching and Learning of Algebra‚ and its Study Conference was held at The University of Melbourne‚ Australia fromDecember to 2001. It was the first study held in the Southern Hemisphere. There are several reasons why the future of the teaching and learning of algebra was a timely focus at the beginning of the twenty first century. The strong research base developed over recent decades enabled us to take stock of what has been achieved and also to look forward to what should be done and what might be achieved in the future. In addition‚ trends evident over recent years have intensified. Those particularly affecting school mathematics are the “massification” of education—continuing in some countries whilst beginning in others—and the advance of technology.
2006-04-11 By Kaye Stacey

In F. K. S. Leung, K. Park, D. Holton, & D. Clarke (Eds.), Algebra teaching around the world (pp. 113–128). Rotterdam, The Netherlands: Sense Publishers. Ono, Y., & Ferreira, J. (2010). A case study of continuing teacher professional ...

Author: Marisa Quaresma

Publisher: Springer

ISBN: 9783319756967

Category: Education

Page: 174

View: 878

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This book introduces the specifics of mathematics lesson study with regard to regional/national particularities, discussing the methodological and theoretical tools that can be used to pursue research on lesson study (its forms, contents, effects etc.) from an international perspective. Lesson study and learning study (LS) are becoming increasingly important in teacher education, mostly in continuous professional development, but also in prospective teachers’ education, and this interest is accompanied by a demand for more solid theorization of the lesson study process. A number of social, cultural, cognitive and affective issues are reflected in the way LS develops, and the book examines the latest results of these developments.
2018-03-23 By Marisa Quaresma

Teaching and learning algebraic thinking with 5- to 12-year-olds: The global evolution of an emerging field of research and ... Early algebra: Research into its nature, its learning, its teaching. ... Algebra teaching around the world.

Author: Cecilia Kilhamn

Publisher: Springer

ISBN: 9783030175771

Category: Education

Page: 263

View: 618

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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.
2019-07-03 By Cecilia Kilhamn

134 At the beginning of the 21st century school algebra remains a central concern of mathematics education around the world. Algebra is a powerful and succinct language for expressing and transforming mathematical ideas.

Author: Rosamund Sutherland

Publisher: Springer Science & Business Media

ISBN: 9780306472237

Category: Education

Page: 278

View: 678

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This book confronts the issue of how young people can find a way into the world of algebra. It represents multiple perspectives which include an analysis of situations in which algebra is an efficient problem-solving tool, the use of computer-based technologies, and a consideration of the historical evolution of algebra. The book emphasizes the situated nature of algebraic activity as opposed to being concerned with identifying students' conceptions in isolation from problem-solving activity.
2006-04-11 By Rosamund Sutherland

Prospective middle-school mathematics teachers' knowledge of equations and inequalities. In J. Cai & E. Knuth (Eds.), Early algebraization: A global dialogue from multiple perspectives (pp. ... Algebra teaching around the world.

Author: Sinan Kanbir

Publisher: Springer

ISBN: 9783319592046

Category: Education

Page: 327

View: 462

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In this well-illustrated book the authors, Sinan Kanbir, Ken Clements, and Nerida Ellerton, tackle a persistent, and universal, problem in school mathematics—why do so many middle-school and secondary-school students find it difficult to learn algebra well? What makes the book important are the unique features which comprise the design-research approach that the authors adopted in seeking a solution to the problem. The first unique feature is that the authors offer an overview of the history of school algebra. Despite the fact that algebra has been an important component of secondary-school mathematics for more than three centuries, there has never been a comprehensive historical analysis of factors influencing the teaching and learning of that component. The authors identify, through historical analysis, six purposes of school algebra: (a) algebra as a body of knowledge essential to higher mathematical and scientific studies, (b) algebra as generalized arithmetic, (c) algebra as a prerequisite for entry to higher studies, (d) algebra as offering a language and set of procedures for modeling real-life problems, (e) algebra as an aid to describing structural properties in elementary mathematics, and (f) algebra as a study of variables. They also raise the question whether school algebra represents a unidimensional trait. Kanbir, Clements and Ellerton offer an unusual hybrid theoretical framework for their intervention study (by which seventh-grade students significantly improved their elementary algebra knowledge and skills). Their theoretical frame combined Charles Sanders Peirce’s triadic signifier-interpretant-signified theory, which is in the realm of semiotics, with Johann Friedrich Herbart’s theory of apperception, and Ken Clements’ and Gina Del Campo’s theory relating to the need to expand modes of communications in mathematics classrooms so that students engage in receptive and expressive modes. Practicing classroom teachers formed part of the research team. This book appears in Springer’s series on the “History of Mathematics Education.” Not only does it include an important analysis of the history of school algebra, but it also adopts a theoretical frame which relies more on “theories from the past,” than on contemporary theories in the field of mathematics education. The results of the well-designed classroom intervention are sufficiently impressive that the study might havecreated and illuminated a pathway for future researchers to take.
2017-10-28 By Sinan Kanbir

Do all students — including all the Crystals in the world - need to take an algebra class in order to be prepared for the future ? If the class is the right kind of algebra , absolutely ( Chambers 1994 ; Silver 1995 ; Steen 1992 ...

Author: Zalman Usiskin

Publisher: National Council of Teachers of

ISBN: CORNELL:31924086909508

Category: Education

Page: 414

View: 845

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1999 By Zalman Usiskin

Dotger S, McQuitty V (2014) Describing teachers' operative systems: a case study. Elem Sch J 115(1):73–96. https://doi.org/10.1086/676945 Dotger S, ... In: Leung FKS, Park K, Holton D, Clarke D (eds) Algebra teaching around the world.

Author: Mary M. Atwater

Publisher: Springer Nature

ISBN: 9783030831226

Category: Science

Page: 1676

View: 904

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This handbook gathers in one volume the major research and scholarship related to multicultural science education that has developed since the field was named and established by Atwater in 1993. Culture is defined in this handbook as an integrated pattern of shared values, beliefs, languages, worldviews, behaviors, artifacts, knowledge, and social and political relationships of a group of people in a particular place or time that the people use to understand or make meaning of their world, each other, and other groups of people and to transmit these to succeeding generations. The research studies include both different kinds of qualitative and quantitative studies. The chapters in this volume reflect differing ideas about culture and its impact on science learning and teaching in different K-14 contexts and policy issues. Research findings about groups that are underrepresented in STEM in the United States, and in other countries related to language issues and indigenous knowledge are included in this volume.
2022-08-01 By Mary M. Atwater

Technological pedagogical content knowledge: A new framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054. ... In F. K. S. Leung, K. Park, D. Holton & D. Clarke (Eds.), Algebra teaching around the world (pp. 59–79).

Author: Werner Blum

Publisher: Springer

ISBN: 9783030055141

Category: Education

Page: 212

View: 882

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This open access book discusses several didactic traditions in mathematics education in countries across Europe, including France, the Netherlands, Italy, Germany, the Czech and Slovakian Republics, and the Scandinavian states. It shows that while they all share common features both in the practice of learning and teaching at school and in research and development, they each have special features due to specific historical and cultural developments. The book also presents interesting historical facts about these didactic traditions, the theories and examples developed in these countries.
2019-02-18 By Werner Blum