Equivalence and Equation Solving with Multiple Tools: Toward an Instructional Theory [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (35th, Chicago, IL, Nov 14-17, 2013).

Autor/in	Fonger, Nicole L.
Titel	Equivalence and Equation Solving with Multiple Tools: Toward an Instructional Theory [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (35th, Chicago, IL, Nov 14-17, 2013).
Quelle	(2013), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Equations (Mathematics); Problem Solving; Mathematical Concepts; Educational Theories; Mathematics Activities; Task Analysis; Class Activities; Educational Research; Teaching Methods; Grade 9; Algebra; Preservice Teacher Education; Instructional Innovation + Suchen Sie Ihr Suchwort? Equations; Mathematics; Gleichungslehre; Problemlösen; Educational theory; Theory of education; Bildungstheorie; Aufgabenanalyse; Bildungsforschung; Pädagogische Forschung; Teaching method; Lehrmethode; Unterrichtsmethode; School year 09; 9. Schuljahr; Schuljahr 09; Lehramtsstudiengang; Lehrerausbildung; Educational Innovation; Bildungsinnovation
Abstract	This research study was specifically concerned with the development, testing, and revision to an instructional theory for studying the mathematical concepts of equivalence and equation solving with multiple representations and multiple tools. Following a design research approach, a collaborative teaching experiment was conducted with a ninth-grade algebra teacher in which instruction was guided by a specifically designed sequence of tasks, techniques using paper-and-pencil and computer algebra systems (CAS), and theory on a hypothesized progression of learning. Retrospective analyses of data informed revisions to a resulting progression of learning and activity sequence that are being tested with pre-service secondary mathematics teachers. [For the complete proceedings, see ED584443.] (As Provided).
Anmerkungen	North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01