id: 06638814
dt: a
an: 2016f.00221
au: Baker, William; Czarnocha, Bronislaw
ti: From arithmetic to algebra. A sequence of theory-based tasks.
so: 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).
py: 2016
pu: Rotterdam: Sense Publishers
la: EN
cc: C30 E40 F40 H20 H30
ut: mathematical language; teaching research; arithmetic; algebra
ci: ME 1992a.03697; ME 1995c.01410
li: doi:10.1007/978-94-6300-549-4_32
ab: 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.
rv: