000 04226nam a22005775i 4500
999 _c101564
_d101564
001 978-3-030-17577-1
003 DE-He213
005 20210116163430.0
007 cr nn 008mamaa
008 190702s2019 gw | s |||| 0|eng d
020 _a9783030175771
024 7 _a10.1007/978-3-030-17577-1
_2doi
040 _cМУБИС
050 4 _aLC8-6691
072 7 _aJNU
_2bicssc
072 7 _aEDU029010
_2bisacsh
072 7 _aJNU
_2thema
072 7 _aPB
_2thema
082 0 4 _a370
_223
245 1 0 _aEncountering Algebra
_h[electronic resource] :
_bA Comparative Study of Classrooms in Finland, Norway, Sweden, and the USA /
_cedited by Cecilia Kilhamn, Roger Säljö.
250 _a1st ed. 2019.
264 1 _aCham :
_bSpringer International Publishing :
_bImprint: Springer,
_c2019.
300 _aX, 263 p. 69 illus., 30 illus. in color.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
505 0 _aChapter 1: School Algebra -- Chapter 2: Researching Classrooms in Search of Learning: Theoretical and Methodological Considerations -- Chapter 3: The VIDEOMAT Project: Theoretical Considerations and Methodological Procedures -- Chapter 4: Participation and Mathematization in Introductory Algebra Classrooms: The Case of Sweden -- Chapter 5: Designed Examples as Mediating Tools: Introductory Algebra in Two Norwegian Grade 8 Classrooms -- Chapter 6: Learning to Solve Equations in Three Swedish-speaking Classrooms in Finland -- Chapter 7: How Teachers Introduce Algebra and How it Might Affect Students’ Beliefs About What it Means to “Do” Mathematics -- Chapter 8: The Fifth Lesson: Students’ Responses to a Patterning Task Across the Four Countries -- Chapter 9: Encouraging Algebraic Reasoning in Contemporary Classrooms: Some Observations and a Synthesis.
520 _aThe book reports a comparative research project about algebra teaching and learning in four countries. Algebra is a central topic of learning across the world, and it is well-known that it represents a hurdle for many students. The book presents analyses built on extensive video-recordings of classrooms documenting the first introduction to symbolic algebra (students aged 12 to 14). While the content addressed in all classrooms is variables, expressions and equations, the teaching approaches are diverse. The chapters bring the reader into different algebra classrooms, discussing issues such as mathematization and social norms, the role of mediating tools and designed examples, and teacher beliefs. By comparing classrooms, new insights are generated about how students understand the algebraic content, how teachers instruct, and how both parties deal with difficulties in learning elementary algebra. The book also describes a research methodology using video in search of taken-for-granted aspects of algebra lessons.
650 0 _aMathematics—Study and teaching .
650 0 _aLearning.
650 0 _aInstruction.
650 0 _aInternational education .
650 0 _aComparative education.
650 0 _aAlgebra.
650 1 4 _aMathematics Education.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O25000
650 2 4 _aLearning & Instruction.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O22000
650 2 4 _aInternational and Comparative Education.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O13000
650 2 4 _aAlgebra.
_0https://scigraph.springernature.com/ontologies/product-market-codes/M11000
700 1 _aKilhamn, Cecilia.
_eeditor.
_4edt
_4http://id.loc.gov/vocabulary/relators/edt
700 1 _aSäljö, Roger.
_eeditor.
_4edt
_4http://id.loc.gov/vocabulary/relators/edt
710 2 _aSpringerLink (Online service)
773 0 _tSpringer Nature eBook
776 0 8 _iPrinted edition:
_z9783030175764
776 0 8 _iPrinted edition:
_z9783030175788
776 0 8 _iPrinted edition:
_z9783030175795
856 4 0 _uhttps://doi.org/10.1007/978-3-030-17577-1
942 _2ddc
_cEBOOK