Literaturnachweis - Detailanzeige
| Autor/inn/en | Friedlander, Alex; Arcavi, Abraham |
|---|---|
| Titel | Practicing Algebraic Skills: A Conceptual Approach |
| Quelle | In: Mathematics Teacher, 105 (2012) 8, S.608-614 (7 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0025-5769 |
| Schlagwörter | Thinking Skills; Teaching Methods; Algebra; Classrooms; Mathematics Teachers; Mathematics Instruction; Mathematics Education; Mathematics Activities; Equations (Mathematics); Mathematical Formulas |
| Abstract | Traditionally, a considerable part of teaching and learning algebra has focused on routine practice and the application of rules, procedures, and techniques. Although today's computerized environments may have decreased the need to master algebraic skills, procedural competence is still a central component in any mathematical activity. However, technological tools have shifted the emphasis from performing operations on complex algebraic expressions to understanding their role and meaning. Consequently, learning rules and procedures should be linked to a deeper understanding of their meaning and to a flexible choice of solution methods (Kieran 2004; Star 2007; NCTM 2000). The authors write for mathematics teachers who wish to add a conceptual dimension to the practice of algebraic procedures. Their approach is based on the potential advantages of the traditional approach: Short exercises are readily accessible to students and are easy to implement in regular classrooms, and the focus is on learning one specific skill at a time. The activities they propose here offer opportunities for more effective learning of algebra. They describe an approach in which rules, procedures, algorithms, sense making, meaningful reading, and the creation of algebraic expressions are thoroughly integrated into the learning process. These practice-oriented activities require the adoption of some additional higher-order thinking skills, such as developing alternative solutions, evaluating the effectiveness of approaches, participating in class discussions, and reflecting on learned procedures and solution methods. The goal is to provide teachers with an alternative to the traditional practice sections of a beginning algebra course without changing the basic format of short exercise sets. (Contains 1 table and 9 figures.) (ERIC). |
| Anmerkungen | National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191-1502. Tel: 800-235-7566; Tel: 703-620-3702; Fax: 703-476-2970; e-mail: orders@nctm.org; Web site: http://www.nctm.org/publications/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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