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| Autor/in | Davis, Brenda M. |
|---|---|
| Titel | Middle School Algebra: Variables for Success. |
| Quelle | (1998), (26 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Algebra; Cognitive Processes; Elementary Secondary Education; Mathematics Instruction; Metacognition; Middle Schools; Relevance (Education); Teaching Methods |
| Abstract | Middle school algebra classes were observed to examine the multiple variables interacting in learning of algebra. Middle school algebra classes were especially informative because of the significant impact of the students' cognitive development transitions from concrete to formal operations. The National Council of Teachers of Mathematics (1989) informed much of the instructional practices in those classes observed. In contrast to much of the literature (i.e., Dickey, 1997), these teachers were effectively implementing developmentally appropriate and challenging algebra instruction. However, teachers acknowledged some challenges in meeting some of the NCTM standards such as use of real-life examples. Some suggestions were offered in this area as well as some recommendations to enhance metacognition in the middle school classes. (Contains 13 references.) (Author) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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