id: 06297544
dt: a
an: 2014c.00581
au: Aké, Lilia P.; Godino, Juan D.; Gonzato, Margherita; Wilhelmi, Miguel R.
ti: Proto-algebraic levels of mathematical thinking.
so: Lindmeier, Anke M. (ed.) et al., Proceedings of the 37th conference of the
International Group for the Psychology of Mathematics Education
“Mathematics learning across the life span", PME 37, Kiel, Germany,
July 28‒August 2, 2013. Vol. 2. Kiel: IPN‒Leibniz Institute for
Science and Mathematics Education at the University of Kiel (ISBN
978-3-89088-288-8). 1-8 (2013).
py: 2013
pu: Kiel: IPN‒Leibniz Institute for Science and Mathematics Education at the
University of Kiel
la: EN
cc: F32 C32 H32
ut: elementary algebra; mathematical practice; reasoning level; teacher’s
training; onto-semiotic approach
ci:
li:
ab: Summary: Researches on the nature and development of algebraic reasoning in
early grades of primary education have been inconclusive about the
boundaries between mathematical practices of algebraic nature and those
not algebraic. In this report we define primary levels of
algebraization in school mathematics activity and prototypical examples
of answers to a task for each level, based on the type of objects and
processes proposed by the onto-semiotic approach of mathematical
knowledge. This model can be useful to develop the meaning of algebra
in elementary school teachers and empower them to promote algebraic
thinking in primary education.
rv: