id: 06367072
dt: a
an: 2014f.00672
au: Oliveira, Hélia; Mestre, Célia
ti: Opportunities to develop algebraic thinking in elementary grades throughout
the school year in the context of mathematics curriculum changes.
so: Li, Yeping (ed.) et al., Transforming mathematics instruction. Multiple
approaches and practices. Cham: Springer (ISBN 978-3-319-04992-2/hbk;
978-3-319-04993-9/ebook). Advances in Mathematics Education, 173-197
(2014).
py: 2014
pu: Cham: Springer
la: EN
cc: H22 H32 D42
ut: algebraic thinking; curriculum changes; classroom instruction; dimensions
of the curriculum; mathematical communication; mathematical tasks;
elementary grades
ci:
li: doi:10.1007/978-3-319-04993-9_11
ab: Summary: This chapter intends to illustrate and discuss one developmental
project in the context of basic education curriculum changes concerning
the early introduction of algebraic thinking on classroom instruction
in one fourth grade class. From a more general point of view, this
discussion centers on the relationship between the official, planned,
enacted, and learned curriculum. Different aspects of these dimensions
of the curriculum are exemplified from the analysis of some
mathematical tasks and instances of the mathematical communication
processes that took place in the classroom throughout one school year.{
}The progress made by the students reveals that the curricular
guidelines have several characteristics that altogether contribute to
accomplish the general curriculum goal of students’ algebraic
thinking development: conceiving early algebra as the development of a
way of thinking that links arithmetic to algebra, underlying the need
to work with valuable mathematical tasks in the classroom, and
fostering the students’ mathematical communication. However, we
contend that the learned curriculum was possible by the project
characteristics, where the enacted curriculum reflects the specificity
of the class we have been working with.
rv: