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The arithmetic-algebra connection: A historical-pedagogical perspective. (English)
Cai, Jinfa (ed.) et al., Early algebraization. A global dialogue from multiple perspectives. Berlin: Springer (ISBN 978-3-642-17734-7/hbk; 978-3-642-17735-4/ebook). Advances in Mathematics Education, 87-107 (2011).
Summary: The problem of designing a teaching learning approach to symbolic algebra in the middle school that uses students’ knowledge of arithmetic as a starting point has not been adequately addressed in the recent revisions of the mathematics curriculum in India. India has a long historical tradition of mathematics with strong achievements in arithmetic and algebra. We review an explicit discussion of the relation between arithmetic and algebra in a historical text from the twelfth century, emphasizing that algebra is more a matter of insight and understanding than of using symbols. Algebra is seen as foundational to arithmetic rather than as a generalization of arithmetic. We draw implications from these remarks and present a framework that illuminates the arithmetic-algebra connection from a teaching-learning point of view. Finally, we offer brief sketches of an instructional approach developed through a design experiment with students of grade 6 that is informed by this framework, and discuss some student responses.
Classification: H23 F13 C33 A33
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