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.
Author(s): R. Sutherland, Teresa Rojano, Alan Bell, Romulo Lins
Edition: 1
Year: 2000
Language: English
Pages: 292
Preliminaries......Page 1
TABLE OF CONTENTS......Page 6
1. Approaches to Algebra......Page 10
2. The Historical Origins of Algebraic Thinking......Page 22
3. The Production of Meaning for 52$/3*"......Page 46
4. A Model for Analysing Algebraic Processes of Thinking......Page 70
5. The Structural Algebra Option Revisited......Page 92
6. Transformation and Anticipation as Key Processes in Algebraic Problem Solving......Page 108
7. Historical-Epistemological Analysis in Mathematics Education......Page 130
8. Curriculum Reform and Approaches to Algebra......Page 150
9. Propositions Concerning the Resolution of Artihmetical-Algebraic Problems.......Page 164
10. Beyond Unknowns and Variables......Page 186
11. From Arithmetic to Algebraic Thinking by Using a Spreadsheet......Page 200
12. General Methods......Page 218
Reflections on the Role of the Computer in the Development of Algerbraic Thinking......Page 240
Symbolic Arithmetic vs Algebra the Core of a Didactical Dilemma......Page 258
References......Page 270
Index......Page 282