id: 06675842
dt: a
an:
au: Nataraj, Mala S.; Thomas, Mike
ti: Teaching and learning middle school algebra: valuable lessons from the
history of mathematics.
so: Stewart, Sepideh (ed.), And the rest is just algebra. Cham: Springer (ISBN
978-3-319-45052-0/hbk; 978-3-319-45053-7/ebook). 131-154 (2017).
py: 2017
pu: Cham: Springer
la: EN
cc: H23 H33 A30
ut: algebra; learning; variables; history of mathematics; pedagogy;
exponentiation
ci:
li: doi:10.1007/978-3-319-45053-7_8
ab: Summary: Algebra is often thought of as a ‘gatekeeper’ in school
mathematics, being crucial to further study in mathematics as well as
to future educational and employment opportunities. However, a large
number of studies have highlighted the difficulties and cognitive
obstacles that students face when they learn algebra. In response to
growing concerns about students’ fragile understandings and
preparation in algebra, recent research and reform efforts in
mathematics education have made algebra curriculum and teaching a focus
of attention. Very little research, however, has paid attention to
extracting ideas from the history of algebra for developing classroom
teaching strategies. In this chapter, we examine some important issues
in the history of algebraic ideas involving variables and exponents
that can transfer well to the mathematics classroom of today.
rv: