Rupture or Continuity: The Arithmetico-Algebraic Thinking as an Alternative in a Modelling Process in a Paper and Pencil and Technology Environment

Autor/inn/en	Hitt, Fernando; Saboya, Mireille; Zavala, Carlos Cortés
Titel	Rupture or Continuity: The Arithmetico-Algebraic Thinking as an Alternative in a Modelling Process in a Paper and Pencil and Technology Environment
Quelle	In: Educational Studies in Mathematics, 94 (2017) 1, S.97-116 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1954
DOI	10.1007/s10649-016-9717-4
Schlagwörter	Arithmetic; Algebra; Educational Technology; Thinking Skills; Cognitive Processes; Learning Strategies; Educational Practices; Secondary School Mathematics; Numbers; Number Concepts; Technology Uses in Education; Cultural Relevance; Mathematics Activities; Teaching Methods + Suchen Sie Ihr Suchwort? Addition; Arithmetik; Arithmetikunterricht; Rechnen; Unterrichtsmedien; Denkfähigkeit; Cognitive process; Kognitiver Prozess; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Bildungspraxis; Zahlenraum; Number concept; Zahlbegriff; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Part of the research community that has followed the Early Algebra paradigm is currently delimiting the differences between arithmetic thinking and algebraic thinking. This trend could prevent new research approaches to the problem of learning algebra, hiding the importance of considering an arithmetico-algebraic thinking, a new approach which underpins the construction of a cognitive structure that links both types of thinking. This paper proposes a theoretical and practical framework for a learning approach that supports the construction of a cognitive structure which fosters arithmetico-algebraic thinking at the beginning of secondary school by means of cultural and technological activities relating to polygonal numbers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01