Using Meaningful Contexts to Promote Understanding of Pronumerals

Autor/inn/en	Linsell, Chris; Cavanagh, Michael; Tahir, Salma
Titel	Using Meaningful Contexts to Promote Understanding of Pronumerals
Quelle	In: Australian Mathematics Teacher, 69 (2013) 1, S.33-40 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0045-0685
Schlagwörter	Algebra; Teaching Methods; Mathematics Instruction; Foreign Countries; Mathematical Concepts; Numbers; Concept Formation; Context Effect; National Curriculum; Single Sex Schools; Females; Private Schools; Mathematics Achievement; Pretests Posttests; Secondary School Mathematics; Australia + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics lessons; Mathematikunterricht; Ausland; Zahlenraum; Concept learning; Begriffsbildung; Single-sex schools; Single-sex classes; Single sex classes; Getrenntgeschlechtliche Erziehung; Schule; Weibliches Geschlecht; Private school; Privatschule; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Australien
Abstract	Developing a conceptual understanding of elementary algebra has been the focus of a number of recent articles in this journal. Baroudi (2006) advocated problem solving to assist students' transition from arithmetic to algebra, and Shield (2008) described the use of meaningful contexts for developing the concept of function. Samson (2011, 2012) also made use of contexts in order to promote ideas of generalisation and equivalent expressions, while Green (2008, 2009) described the use of spreadsheets for investigating functions and solving equations in meaningful contexts. Although many authors promote the use of meaningful contexts there has been little evidence of any positive effect of such approaches. This article describes approaches to teaching algebra in two recent independent projects, the Multifaceted Variable Approach project in Sydney, Australia (researchers worked with teachers at an independent girls' school studying Year 7 students, age 12-13 years) and the the Teaching Algebra Conceptually project in New Zealand (researchers worked in with five teachers of Year 9 classes (age 13-14 years) from two secondary schools), both of which made extensive use of meaningful contexts. The three aspects of pronumerals (generalised numbers, variables and unknowns) were taught using real contexts to associate meaning with the pronumeral involved. Both projects demonstrated a positive impact of the approaches on junior secondary students' understandings of pronumerals. These findings suggest that classroom teachers should explore the use of meaningful contexts for teaching algebra. (ERIC).
Anmerkungen	Australian Association of Mathematics Teachers (AAMT). GPO Box 1729, Adelaide 5001, South Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: office@aamt.edu.au; Web site: http://www.aamt.edu.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11