Algebra-Related Tasks in Primary School Textbooks [Konferenzbericht] Paper presented at the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, Jul 15-20, 2014).

Autor/inn/en	Demosthenous, Eleni; Stylianides, Andreas
Titel	Algebra-Related Tasks in Primary School Textbooks [Konferenzbericht] Paper presented at the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, Jul 15-20, 2014).
Quelle	(2014), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Algebra; Textbook Content; Learner Engagement; Teaching Guides; Grade 4; Grade 5; Grade 6; Elementary School Mathematics; Foreign Countries; Public Schools; Mathematical Concepts; Cyprus + Suchen Sie Ihr Suchwort? Lehrbuchtext; Lehrerhandbuch; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Elementare Mathematik; Schulmathematik; Ausland; Public school; Öffentliche Schule; Zypern
Abstract	Even though there is growing consensus for engaging primary students with early algebraic ideas, there is limited research knowledge about the relevant learning opportunities designed in textbooks. Textbooks are considered to play an important role in what is happening in classrooms, especially in educational contexts where classroom instruction relies heavily on textbooks. An analytic framework was developed to identify the opportunities designed in textbooks for engaging students with algebra-related tasks and to examine the respective guidance (or lack thereof) in the accompanying teacher guidebooks. The framework was used to analyse a primary textbook series for grades 4-6 and relevant findings are presented. Implications for textbook design, research, and practice are discussed in light of these findings. [For the complete proceedings, see ED597799.] (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	2020/1/01