id: 06675839
dt: a
an:
au: Reeder, Stacy
ti: A deep understanding of fractions supports student success in algebra.
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). 79-93 (2017).
py: 2017
pu: Cham: Springer
la: EN
cc: F49 F89 C39
ut: fractions; algebra; teacher education; rational numbers; proportional
reasoning; teacher shortages
ci:
li: doi:10.1007/978-3-319-45053-7_5
ab: Summary: Algebra is frequently referred to as the “gateway” course for
high school mathematics in much the same way as calculus can “open”
or “close” doors for students interested in pursuing degrees in
science, technology, engineering, and mathematics (STEM) areas. This
chapter presents the idea that students’ challenges with algebra
begin well before their first course in algebra and that these
challenges are embedded in a complex set of issues. Weak or incomplete
mathematical understanding of rational number concepts has a profound
impact on students’ success in algebra and subsequently, courses that
follow where students are expected to confidently, competently, and
efficiently address situations in which “and the rest is just
algebra” is invoked. Recognizing that developing students’ deep
understanding of rational number concepts requires years of nurturing
and care by capable, well-prepared teachers, both in terms of content
and pedagogical knowledge, and a discussion of issues related to
teacher preparation and teacher shortages and how these impact
students’ preparedness for algebra and their success in mathematics
is presented.
rv: