Literaturnachweis - Detailanzeige
Autor/inn/en | Vergel, Rodolfo; Godino, Juan D.; Font, Vicenç; Pantano, Óscar L. |
---|---|
Titel | Comparing the Views of the Theory of Objectification and the Onto-Semiotic Approach on the School Algebra Nature and Learning |
Quelle | In: Mathematics Education Research Journal, 35 (2023) 3, S.475-496 (22 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Vergel, Rodolfo) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1033-2170 |
DOI | 10.1007/s13394-021-00400-y |
Schlagwörter | Algebra; Semiotics; Mathematical Concepts; Theories; Mathematical Logic; Mathematical Models; Mathematics Skills; Thinking Skills |
Abstract | The theoretical reflection on the nature of school algebra and the development of algebraic thinking from the first educational levels is a relevant topic in mathematics education. In this paper, we first summarize and clarify the positions held on this topic by two theoretical frameworks: the Theory of Objectification and the Onto-semiotic Approach. We identify concordances and complementarities in the respective conceptions of algebra and of the processes of developing algebraic thinking, as a result of applying these frameworks to analyse some students' responses to a task on numerical patterns. We also analyse and compare the didactic models proposed in both theoretical frameworks for developing algebraic thinking. The analysis of the algebraic thinking and learning episodes is also used to illustrate a general discussion on the identity and boundaries of these theoretical frameworks and the possibilities of coordination and integration. (As Provided). |
Anmerkungen | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |