Equivalent Representations in the Learning of Algebra
| Autor: | Timothy V. Craine, Frances Van Dyke |
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| Rok vydání: | 1997 |
| Předmět: | |
| Zdroj: | The Mathematics Teacher. 90:616-619 |
| ISSN: | 2330-0582 0025-5769 |
| Popis: | In the past few years, much discussion has taken place about what direction the teaching of algebra should take in view of the NCTM's Standards documents (1989, 1991, 1995), the increased availability of graphing technology, and the movement toward “algebra for all.” Because we view algebra as a language for expressing relationships between quantities and for exploring patterns, we support a functional approach to the subject in which all ideas are put in a context and graphing calculators are used extensively. Within tills framework, however, students who are trying to learn algebra experience subtle difficulties. On the one hand, students fail to recognize the underlying equivalence when the same set of points is represented by a graph or an equation or a table. On the other hand, when given an algebraic representation for a particular function, students fail to see that they can use the rules of algebra to produce an equivalent expression. In both situations, they tend to see changes in form as producing unrelated representations. |
| Databáze: | OpenAIRE |
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