\input zb-basic
\input zb-matheduc
\iteman{ZMATH 2016f.00221}
\itemau{Baker, William; Czarnocha, Bronislaw}
\itemti{From arithmetic to algebra. A sequence of theory-based tasks.}
\itemso{Czarnocha, Bronislaw (ed.) et al., The creative enterprise of mathematics teaching research. Elements of methodology and practice -- from teachers to teachers. Rotterdam: Sense Publishers (ISBN 978-94-6300-548-7/hbk; 978-94-6300-547-0/pbk; 978-94-6300-549-4/ebook). 425-443 (2016).}
\itemab
Summary: The chapter deals with language in the mathematics classrooms, especially with mathematics remedial classrooms. It presents an unusual example of integrating two independent theories, the {\it A. Sfard} [Educ. Stud. Math. 22, No. 1, 1--36 (1991; ME 1992a.03697)] theory of reification and {\it R. G. Shepard} [J. Math. Behav. 12, No. 3, 287--93 (1993; ME 1995c.01410)] and {\it T. J. Shuell} [``Phases of meaningful learning", Rev. Educ. Res. 60, No. 4, 531--547 (1990; \url{doi:10.3102/00346543060004531})] integrated theory of cognitive development and writing categories. In the first cycle it's the TR Design Type A, from Practice; it uses problem types designed through practice and supports itself by a standard yet simple statistical analysis.
\itemrv{~}
\itemcc{C30 E40 F40 H20 H30}
\itemut{mathematical language; teaching research; arithmetic; algebra}
\itemli{doi:10.1007/978-94-6300-549-4\_32}
\end