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020 |a9780306472237|9978-0-306-47223-7
024 7 |a10.1007/0-306-47223-6|2doi
041 |aeng
049 |aTürk Tarih Kurumu Kütüphanesi
050 4|aQA10.92-20
072 7|aJNU|2bicssc
072 7|aPB|2bicssc
072 7|aEDU029010|2bisacsh
072 7|aJNU|2thema
072 7|aPB|2thema
082 04|a510.71|223
090 |aDK/7726
245 10|aPerspectives on School Algebra|h[electronic resource] /|cedited by Rosamund Sutherland, Teresa Rojano, Alan Bell, Romulo Lins.
250 |a1st ed. 2002.
264 1|aDordrecht :|bSpringer Netherlands :|bImprint: Springer,|c2002.
300 |aVII, 278 p.|bonline resource.
336 |atext|btxt|2rdacontent
337 |acomputer|bc|2rdamedia
338 |aonline resource|bcr|2rdacarrier
347 |atext file|bPDF|2rda
490 1 |aMathematics Education Library,|x2214-983X ;|v22
505 0 |aApproaches to Algebra -- The Historical Origins of Algebraic Thinking -- The Production of Meaning for Algebra: A Perspective Based on a Theoretical Model of Semantic Fields -- A Model for Analysing Algebraic Processes of Thinking -- The Structural Algebra Option Revisited -- Transformation and Anticipation as Key Processes in Algebraic Problem Solving -- Historical-Epistemological Analysis in Mathematics Education: Two Works in Didactics of Algebra -- Curriculum Reform and Approaches to Algebra -- Propositions Concerning the Resolution of Arithmetical-Algebraic Problems -- Beyond Unknowns and Variables - Parameters and Dummy Variables in High School Algebra -- From Arithmetic to Algebraic Thinking by Using a Spreadsheet -- General Methods: A Way of Entering the World of Algebra -- Reflections on the Role of the Computer in the Development of Algebraic Thinking -- Symbolic Arithmetic vs Algebra the Core of a Didactical Dilemma.
520 |aThis book confronts the issue of how young people can find a way into the world of algebra. The contributions represent 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 emphasises the situated nature of algebraic activity as opposed to being concerned with identifying students' conceptions in isolation from problem-solving activity. The chapters emerged from a working group of the International Group for the Psychology of Mathematics Education. The authors are drawn from an international community and the work highlights the differences in school algebra around the world. The group invited Nicolas Balacheff to write a provocative postscript and he suggests that `there is no possible entrance to the world of algebra without a strong push or guidance from the teacher, because there is no natural passage from the problématique accessible from the child's world to the mathematical problématique'.
650 0|aMathematics|xStudy and teaching .
650 0|aLearning, Psychology of.
650 0|aArtificial intelligence.
650 0|aMathematics.
650 0|aHistory.
650 14|aMathematics Education.
650 24|aInstructional Psychology.
650 24|aArtificial Intelligence.
650 24|aHistory of Mathematical Sciences.
700 1 |aSutherland, Rosamund.|eeditor.|4edt|4http://id.loc.gov/vocabulary/relators/edt
700 1 |aRojano, Teresa.|eeditor.|4edt|4http://id.loc.gov/vocabulary/relators/edt
700 1 |aBell, Alan.|eeditor.|4edt|4http://id.loc.gov/vocabulary/relators/edt
700 1 |aLins, Romulo.|eeditor.|4edt|4http://id.loc.gov/vocabulary/relators/edt
710 2 |aSpringerLink (Online service)
773 0 |tSpringer Nature eBook
776 08|iPrinted edition:|z9780792364627
776 08|iPrinted edition:|z9789048155224
776 08|iPrinted edition:|z9789401741378
830 0|aMathematics Education Library,|x2214-983X ;|v22
856 40|uhttps://doi.org/10.1007/0-306-47223-6
912 |aZDB-2-SHU
912 |aZDB-2-SXED
912 |aZDB-2-BAE
950 |aHumanities, Social Sciences and Law (SpringerNature-11648)
950 |aEducation (R0) (SpringerNature-43721)