Particular and General in Early Symbolic Manipulation [Konferenzbericht] Paper presented at the 27th International Group for the Psychology of Mathematics Education Conference Held Jointly with the 25th PME-NA Conference (Honolulu, HI, Jul 13-18, 2003), v2 p105-112.

Autor/inn/en	Bills, Liz; Ainley, Janet; Wilson, Kirsty
Titel	Particular and General in Early Symbolic Manipulation [Konferenzbericht] Paper presented at the 27th International Group for the Psychology of Mathematics Education Conference Held Jointly with the 25th PME-NA Conference (Honolulu, HI, Jul 13-18, 2003), v2 p105-112.
Quelle	2 (2003), S.105-112 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Teaching Methods; Secondary School Students; Algebra; Symbols (Mathematics); Mathematics Instruction; Interviews; Mathematical Concepts; Secondary School Mathematics + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Sekundarschüler; Mathematics lessons; Mathematikunterricht; Interviewing; Interviewtechnik
Abstract	The teaching and learning of early algebra draw heavily on arithmetic and the relationship between these two forms of activity is much debated. Drawing on interviews with 12 year old pupils we consider the ways in which some pupils used substitution of numbers for letters to extend their ability to manipulate algebraic expressions. We argue that teaching programmes need to emphasise "seeing the particular in the general" alongside the manipulation of general expressions. (Contains 1 footnote and 2 figures.) [For complete proceedings, see ED500859.] (Author).
Anmerkungen	International Group for the Psychology of Mathematics Education. 35 Aandwind Street, Kirstenhof, Cape Town, 7945, South Africa. Tel: +27-21-715-3559; Fax: +27-88-021-715-3559; e-mail: info@igpme.org; Web site: http://igpme.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10