Comparing Competence in Transformational and Generational Algebraic Activities [Konferenzbericht] Paper presented at the 27th International Group for the Psychology of Mathematics Education Conference Held Jointly with the 25th PME-NA Conference (Honolulu, HI, Jul 13-18, 2003), v4 p427-434.

Autor/inn/en	Wilson, Kirsty; Ainley, Janet; Bills, Liz
Titel	Comparing Competence in Transformational and Generational Algebraic Activities [Konferenzbericht] Paper presented at the 27th International Group for the Psychology of Mathematics Education Conference Held Jointly with the 25th PME-NA Conference (Honolulu, HI, Jul 13-18, 2003), v4 p427-434.
Quelle	4 (2003), S.427-434 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Mathematical Concepts; Interviews; Algebra; Competence; Mathematics Instruction; Secondary School Students; Secondary School Mathematics; Preadolescents; Learning Activities; Longitudinal Studies; Foreign Countries; Equations (Mathematics); United Kingdom + Suchen Sie Ihr Suchwort? Interviewing; Interviewtechnik; Kompetenz; Mathematics lessons; Mathematikunterricht; Sekundarschüler; Pre-adolescence; Präadoleszenz; Lernaktivität; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Ausland; Equations; Mathematics; Gleichungslehre; Großbritannien
Abstract	The Purposeful Algebraic Activity Project is a longitudinal study of the development of pupils' algebraic activity in the early years of their secondary schooling. Here, we report on our empirical findings from the initial semi-structured interviews. We analyse the responses of three pairs of 12-year-old pupils to a range of algebra questions. In our analysis, we identify broad similarities in the "answers" pupils gave to transformational questions and quite significant differences in the pupils' responses to generational questions. We consider the implications for assessment, and discuss the potential of spreadsheets for developing pupils' appreciation of the need for an algebra-like notation. (Contains 1 footnote, 1 figure, and 2 tables.) [The Purposeful Algebraic Activity Project is funded by the Economic and Social Research Council. For complete proceedings, see ED500860.] (Author).
Anmerkungen	International Group for the Psychology of Mathematics Education. 35 Aandwind Street, Kirstenhof, Cape Town, 7945, South Africa. Tel: +27-21-715-3559; Fax: +27-88-021-715-3559; e-mail: info@igpme.org; Web site: http://igpme.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10