id: 06655623
dt: j
an:
au: van Laren, Linda; Moore-Russo, Deborah
ti: The most important aspects of algebra: responses from practising South
African teachers.
so: Afr. J. Res. Math. Sci. Technol. Educ. 16, No. 1, 45-57 (2012).
py: 2012
pu: Taylor \& Francis (Routledge), Abingdon, Oxfordshire
la: EN
cc: H20 H30 C29
ut:
ci:
li: doi:10.1080/10288457.2012.10740728
ab: Summary: Curricular policy documents generally communicate guidelines
regarding the teaching of algebra. Those policy documents may not
represent what teachers, currently teaching mathematics, consider
significant. Teachers’ views are more likely to provide information
about what they emphasise in their mathematics classrooms. This paper
reports on practising Teachers’ beliefs about what is important in
the teaching of algebra. Data were collected from 306 practising
mathematics teachers, who were registered in an Algebra module in an
Advanced Certificate in Education (ACE) programme. The teachers were
asked to discuss and list aspects in school algebra that they
considered to be important. Qualitative analysis methods were used to
code the Teachers’ responses according to categories that were
subsequently grouped into larger themes. The emergent themes were
considered in light of curriculum documents to better understand the
Teachers’ negotiated views about important aspects in the teaching
and learning of algebra. While many of their responses reflected
aspects of algebra that have been identified both internationally and
historically, a number of responses included aspects that are not part
of the algebra curriculum. In general, the Teachers’ comments
emphasized the basic procedures in algebra (i.e., symbolic
manipulations) rather than the key concepts in algebra or the general
processes associated with doing algebra (e.g., reasoning or
representing ideas algebraically).
rv: