Teaching Linear Equations: Case Studies from Finland, Flanders and Hungary

Autor/inn/en	Andrews, Paul; Sayers, Judy
Titel	Teaching Linear Equations: Case Studies from Finland, Flanders and Hungary
Quelle	In: Journal of Mathematical Behavior, 31 (2012) 4, S.476-488 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0732-3123
DOI	10.1016/j.jmathb.2012.07.002
Schlagwörter	Algebra; Equations (Mathematics); Foreign Countries; Grade 8; Word Problems (Mathematics); Case Studies; Teaching Methods; Teaching Styles; Comparative Analysis; Comparative Education; Protocol Materials; Classroom Observation Techniques; Educational Strategies; Educational Practices; Teacher Effectiveness; Belgium; Finland; Hungary + Suchen Sie Ihr Suchwort? Equations; Mathematics; Gleichungslehre; Ausland; School year 08; 8. Schuljahr; Schuljahr 08; Textaufgabe; Case study; Fallstudie; Case Study; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrstil; Unterrichtsstil; Vergleichende Erziehungswissenschaft; Unterrichtsprotokoll; Lehrstrategie; Bildungspraxis; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Belgien; Finnland; Ungarn
Abstract	In this paper we compare how three teachers, one from each of Finland, Flanders and Hungary, introduce linear equations to grade 8 students. Five successive lessons were videotaped and analysed qualitatively to determine how teachers, each of whom was defined against local criteria as effective, addressed various literature-derived equations-related problems. The analyses showed all four sequences passing through four phases that we have called definition, activation, exposition and consolidation. However, within each phase were similarities and differences. For example, all three constructed their exposition around algebraic equations and, in so doing, addressed concerns relating to students' procedural perspectives on the equals sign. All three teachers invoked the balance as an embodiment for teaching solution strategies to algebraic equations, confident that the failure of intuitive strategies necessitated a didactical intervention. Major differences lay in the extent to which the balance was sustained and teachers' variable use of realistic word problems. (Contains 3 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10