Abstract Algebra for Algebra Teaching: Influencing School Mathematics Instruction

Autor/in	Wasserman, Nicholas H.
Titel	Abstract Algebra for Algebra Teaching: Influencing School Mathematics Instruction
Quelle	In: Canadian Journal of Science, Mathematics and Technology Education, 16 (2016) 1, S.28-47 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1492-6156
DOI	10.1080/14926156.2015.1093200
Schlagwörter	Algebra; Teaching Methods; Mathematics Instruction; Mathematical Concepts; Arithmetic; Demonstrations (Educational); Equations (Mathematics); Knowledge Base for Teaching; Common Core State Standards; Content Analysis; Educational Practices; Abstract Reasoning; Qualitative Research; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics lessons; Mathematikunterricht; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Demonstrationsexperiment; Demonstrationsmodell; Demonstrationsunterricht; Equations; Mathematics; Gleichungslehre; Teaching theory; Theory of teaching; Unterrichtstheorie; Common core curriculum; Curriculum; Kerncurriculum; Inhaltsanalyse; Bildungspraxis; Abstraktes Denken; Denken; Qualitative Forschung
Abstract	This article explores the potential for aspects of abstract algebra to be influential for the teaching of school algebra (and early algebra). Using national standards for analysis, four primary areas common in school mathematics--and their progression across elementary, middle, and secondary mathematics--where teaching may be transformed by teachers' knowledge of abstract algebra are developed. In each of the four content areas (arithmetic properties, inverses, structure of sets, and solving equations), descriptions and examples of the transformational influence on teaching these topics are used to depict and support ways that study of more advanced mathematics can influence teachers' practice. Implications for the mathematical preparation and professional development of teachers are considered. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01