A pattern-based approach to elementary algebra
| Autor: | Strømskag, Heidi |
|---|---|
| Přispěvatelé: | Sør-Trøndelag University College, Charles University in Prague, Faculty of Education, ERME, Konrad Krainer, Naďa Vondrová, Vondrová, Naďa |
| Jazyk: | angličtina |
| Rok vydání: | 2015 |
| Předmět: |
milieu
[SHS.EDU]Humanities and Social Sciences/Education [MATH.MATH-HO]Mathematics [math]/History and Overview [math.HO] [SHS.EDU] Humanities and Social Sciences/Education [MATH.MATH-HO] Mathematics [math]/History and Overview [math.HO] pattern generalisation Algebraic activity epistemological model |
| Zdroj: | CERME 9-Ninth Congress of the European Society for Research in Mathematics Education CERME 9-Ninth Congress of the European Society for Research in Mathematics Education, Charles University in Prague, Faculty of Education; ERME, Feb 2015, Prague, Czech Republic. pp.474-480 |
| Popis: | International audience; With a focus on epistemology, this paper discusses what pattern generalisation as an algebraic activity involves. Further, it presents a review of empirical studies where a pattern-based approach is used to teach algebra. This shows that students' problems with establishing algebraic rules from patterns and tables can be explained by: 1) difficulties caused by students' use of invalid methods to identify explicit formulae; 2) difficulties caused by students' tendency to focus on recurrence relations; and 3) institutional constraints. As an alternative to a traditional task on a shape pattern, the paper presents an epistemological model designed to implement the equivalence statement: 1 + 3 + 5 + L + 2n − 1 = n^2 . |
| Databáze: | OpenAIRE |
| Externí odkaz: |
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