id: 06675836
dt: a
an:
au: Mcgowen, Mercedes
ti: Examining the role of prior experience in the learning of 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). 19-39 (2017).
py: 2017
pu: Cham: Springer
la: EN
cc: C35 H25 H35 C45 E45
ut: flexible thinking; prior knowledge; problematic met-befores; remedial
mathematics; developmental algebra; function machine; minus sign
ci:
li: doi:10.1007/978-3-319-45053-7_2
ab: Summary: Widespread emphasis on developing students’ algorithmic
competency and symbol manipulation has resulted in students failing to
think analytically and critically. If students are not encouraged to
think flexibly about arithmetic and algebra in school, then this needs
to be addressed by developmental courses and tasks designed to change
the procedural orientation and superficial, fragmented knowledge of too
many of our undergraduate students. Those who teach mathematics at the
postsecondary level often dismiss the increasing number of students
enrolled in precollege mathematics courses as “not my problem,” not
realizing that “just algebra” is the downfall for many college
students. Learning “just algebra” is a much more complex task than
it appears. In this chapter, prior knowledge will be shown to have
become problematic for many students, and we provide evidence of the
need to improve the effectiveness of our own teaching and that of our
future teachers in ways that help students develop deeper understanding
of mathematics and promote mathematical thinking.
rv: