Algebraic Procedures and Creative Thinking

Autor/inn/en	Tabach, Michal; Friedlander, Alex
Titel	Algebraic Procedures and Creative Thinking
Quelle	In: ZDM: The International Journal on Mathematics Education, 49 (2017) 1, S.53-63 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1863-9690
DOI	10.1007/s11858-016-0803-y
Schlagwörter	Algebra; Creative Thinking; Middle School Students; Grade 9; Mathematics Instruction; Mathematical Formulas; Multiple Choice Tests; Questionnaires; Student Developed Materials + Suchen Sie Ihr Suchwort? Kreatives Denken; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 09; 9. Schuljahr; Schuljahr 09; Mathematics lessons; Mathematikunterricht; Mathematische Formel; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Fragebogen
Abstract	Simplifying symbolic expressions is usually perceived in middle school algebra as an algorithmic activity, achieved by performing sequences of short drill-and-practice tasks, which have little to do with conceptual learning or with creative mathematical thinking. The aim of this study is to explore possible ways by which ninth-grade students can be encouraged to apply flexible and creative thinking in the context of a task that requires students to design a multiple-choice questionnaire on equivalent algebraic expressions. Fifty-six ninth-grade students answered Take-a-Quiz and Make-a-Quiz questionnaires. The findings indicate that students can be engaged in a satisfactory way in these kinds of non-routine tasks. Also, about two-thirds of the participating students were able to display a medium or high level of originality in their construction of equivalent expressions. In addition, an analysis of the non-equivalent expressions suggested by the participating students as distractors indicated a relatively high level of awareness to the most common errors that might occur in this type of activity. (As Provided).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01