How a standards-based mathematics curriculum differs from a traditional curriculum: With a focus on intended treatments of the ideas of variable.

Autor/inn/en	Nie, Bikai; Cai, Jinfa; Moyer, John C.
Titel	How a standards-based mathematics curriculum differs from a traditional curriculum: With a focus on intended treatments of the ideas of variable.
Quelle	In: ZDM : mathematics education, 41 (2009) 6, S. 777-792 PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1863-9690; 1863-9704
DOI	10.1007/s11858-009-0197-1
Schlagwörter	Sekundarstufe I; Middle School; Curriculum; Algebra; Gleichung (Math); Mathematikunterricht; Variable; USA
Abstract	Analyzing the important features of different curricula is critical to understand their effects on students' learning of algebra. Since the concept of variable is fundamental in algebra, this article compares the intended treatments of variable in an NSF-funded standards-based middle school curriculum (CMP) and a more traditionally based curriculum (Glencoe Mathematics). We found that CMP introduces variables as quantities that change or vary, and then it uses them to represent relationships. Glencoe Mathematics, on the other hand, treats variables predominantly as placeholders or unknowns, and then it uses them primarily to represent unknowns in equations. We found strong connections among variables, equation solving, and linear functions in CMP. Glencoe Mathematics, in contrast, emphasizes less on the connections between variables and functions or between algebraic equations and functions, but it does have a strong emphasis on the relation between variables and equation solving.
Erfasst von	FIZ Karlsruhe - Leibniz-Institut für Informationsinfrastruktur
Update	2010/2