Construction of Arithmetic-Algebraic Thinking in a Socio-Cultural Instructional Approach = Construction d'une pensée arithémico-algébrique dans une approche socioculturelle de l'enseignement [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (42nd, Mazatlán, Mexico and Online, May 27-Jun 6, 2021).

Autor/in	Hitt, Fernando
Titel	Construction of Arithmetic-Algebraic Thinking in a Socio-Cultural Instructional Approach = Construction d'une pensée arithémico-algébrique dans une approche socioculturelle de l'enseignement [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (42nd, Mazatlán, Mexico and Online, May 27-Jun 6, 2021).
Quelle	(2020), (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch; französisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Arithmetic; Algebra; Grade 6; Elementary School Mathematics; Secondary School Mathematics; Mathematics Instruction; Social Influences; Culturally Relevant Education; Foreign Countries; Mathematical Concepts; Concept Formation; Learning Problems; Generalization; Mathematical Logic; Mexico; Canada + Suchen Sie Ihr Suchwort? Addition; Arithmetik; Arithmetikunterricht; Rechnen; School year 06; 6. Schuljahr; Schuljahr 06; Elementare Mathematik; Schulmathematik; Mathematics lessons; Mathematikunterricht; Sozialer Einfluss; Ausland; Concept learning; Begriffsbildung; Lernproblem; Mathematical logics; Mathematische Logik; Mexiko; Kanada
Abstract	We present the results of a research project on arithmetic-algebraic thinking that was carried out jointly by a team in Mexico and another in Quebec. The project deals with the concepts of variable and covariation between variables in the sixth grade at the elementary level and the first, second, and third years of secondary school--namely, children from 11 to 14 years old. We target secondary students (first year or K7) in this article. Our objective relates to the development of a gradual generalization in arithmetic-algebraic thinking in a socio-cultural approach to the learning of mathematics. We experimented with investigative situations using a paper-and-pencil approach and technology. We analyze the emergence, in this context, of a visual abstraction, the production of institutional and non-institutional representations, a sensitivity to contradiction, and, finally, the concepts of variable and of covariation between variables. [For the complete proceedings, see ED629884.] (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	2024/1/01