id: 06292061
dt: b
an:
au: Måsøval, Heidi Strømskag; Chevallard, Yves
ti: Teaching and learning algebra. A didactical situations perspective (to
appear).
so: Mathematics Education Library 112. Berlin: Springer (ISBN
978-3-319-03010-4/hbk; 978-3-319-03011-1/ebook). 165~p. (2017).
py: 2017
pu: Berlin: Springer
la: EN
cc: H10
ut:
ci:
li:
ab: Publisher’s description: The book is based on a longitudinal study of
beginning teachers’ struggles with algebra, with strong foundation in
the theory of didactical situations (Brousseau, 1997). The focus is on
factors that constrain students’ engagement with algebraic generality
in shape patterns. Participants in the study are six student teachers
and two teacher educators of mathematics. The empirical material
consists of videotaped classroom observations and the mathematical
tasks with which the students engaged. Three analytic categories
emerged from an open coding process which show that the students’
algebraic generalization is constrained by: 1) a limited feedback
potential in situations where the students are supposed to solve the
mathematical tasks without teacher intervention; 2) obstacles the
students face when they shall transform into algebraic notation
formulae they have expressed informally in natural language; and, 3)
challenges with justification of formulae and mathematical statements
that the students have proposed. This book provides many practical and
concrete examples to guide mathematics education researchers,
mathematics teacher educators, and mathematics educators in teaching
algebra in a variety of contexts and environments.
rv: