A Functional Perspective on the Teaching of Algebra: Current Challenges and the Contribution of Technology

Autor/in	Lagrange, Jean-Baptiste
Titel	A Functional Perspective on the Teaching of Algebra: Current Challenges and the Contribution of Technology
Quelle	In: International Journal for Technology in Mathematics Education, 21 (2014) 1, S.3-10 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1744-2710
Schlagwörter	Mathematics Instruction; Algebra; Educational Technology; Secondary School Mathematics; Computer Software; Teaching Methods; Mathematical Concepts; Mathematical Formulas; Educational History; Foreign Countries; Concept Formation; Symbols (Mathematics); Geometry; Models; Grade 12; Grade 10; France + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Unterrichtsmedien; Teaching method; Lehrmethode; Unterrichtsmethode; Mathematische Formel; History of education; Bildungsgeschichte; Ausland; Concept learning; Begriffsbildung; Geometrie; Analogiemodell; School year 12; 12. Schuljahr; Schuljahr 12; Frankreich
Abstract	From the early nineties, most reformed curricula at upper secondary level choose to give functions a major position and a priority over rational expressions and equations of traditional algebra. The goal of this paper is to introduce key challenges resulting from this choice and to discuss the contribution that software environments associating dynamic geometry and algebra can bring to the teaching learning of functions. Two examples of situations based on the use of the Casyopée environment are proposed. They illustrate how educational design can handle key questions: experiencing co-variation and using references to bodily activity is crucial for students' understanding of functions, making sense of the independent variable is a major difficulty that needs to be addressed by special situations, and understanding the structure of the algebraic formula in a function is critical. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10