
06638814
a
2016f.00221
Baker, William
Czarnocha, Bronislaw
From arithmetic to algebra. A sequence of theorybased tasks.
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 9789463005487/hbk; 9789463005470/pbk; 9789463005494/ebook). 425443 (2016).
2016
Rotterdam: Sense Publishers
EN
C30
E40
F40
H20
H30
mathematical language
teaching research
arithmetic
algebra
ME 1992a.03697
ME 1995c.01410
doi:10.1007/9789463005494_32
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, 136 (1991; ME 1992a.03697)] theory of reification and {\it R. G. Shepard} [J. Math. Behav. 12, No. 3, 28793 (1993; ME 1995c.01410)] and {\it T. J. Shuell} [``Phases of meaningful learning", Rev. Educ. Res. 60, No. 4, 531547 (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.