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020 _a9783319592046
024 7 _a10.1007/978-3-319-59204-6
_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
100 1 _aKanbir, Sinan.
_eauthor.
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
245 1 0 _aUsing Design Research and History to Tackle a Fundamental Problem with School Algebra
_h[electronic resource] /
_cby Sinan Kanbir, M. A. (Ken) Clements, Nerida F. Ellerton.
264 1 _aCham :
_bSpringer International Publishing :
_bImprint: Springer,
_c2018.
300 _aXXIV, 327 p. 55 illus., 14 illus. in color.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 1 _aHistory of Mathematics Education,
_x2509-9736
505 0 _aIdentifying a Problem with School Algebra -- Historical Reflections on How Algebra Became a Vital Component of Middle- and Secondary-School Curricula -- Framing a Classroom Intervention Study in a Middle-School Algebra Environment -- Document Analysis: The Intended CCSSM Elementary- and Middle-School Algebra Curriculum -- Review of Pertinent Literature -- Research Design and Methodology -- Quantitative Analyses of Data -- Qualitative Analyses of Data -- Answers to Research Questions, and Discussion -- Postscript: Framing Research Aimed at Improving School Algebra.
520 _aIn this well-illustrated book the authors, Sinan Kanbir, Ken Clements, and Nerida Ellerton, tackle a persistent, and universal, problem in school mathematics—why do so many middle-school and secondary-school students find it difficult to learn algebra well? What makes the book important are the unique features which comprise the design-research approach that the authors adopted in seeking a solution to the problem.  The first unique feature is that the authors offer an overview of the history of school algebra. Despite the fact that algebra has been an important component of secondary-school mathematics for more than three centuries, there has never been a comprehensive historical analysis of factors influencing the teaching and learning of that component. The authors identify, through historical analysis, six purposes of school algebra: (a) algebra as a body of knowledge essential to higher mathematical and scientific studies, (b) algebra as generalized arithmetic, (c) algebra as a prerequisite for entry to higher studies, (d) algebra as offering a language and set of procedures for modeling real-life problems, (e) algebra as an aid to describing structural properties in elementary mathematics, and (f) algebra as a study of variables. They also raise the question whether school algebra represents a unidimensional trait. Kanbir, Clements and Ellerton offer an unusual hybrid theoretical framework for their intervention study (by which seventh-grade students signifi cantly improved their elementary algebra knowledge and skills). Their theoretical frame combined Charles Sanders Peirce’s triadic signifier-interpretant-signified theory, which is in the realm of semiotics, with Johann Friedrich Herbart’s theory of apperception, and Ken Clements’ and Gina Del Campo’s theory relating to the need to expand modes of communications in mathematics classrooms so that students engage in receptive and expressive modes. Practicing classroom teachers formed part of the research team. This book appears in Springer’s series on the “History of Mathematics Education.” Not only does it include an important analysis of the history of school algebra, but it also adopts a theoretical frame which relies more on “theories from the past,” than on contemporary theories in the field of mathematics education. The results of the well-designed classroom intervention are sufficiently impressive that the study might have created and illuminated a pathway for future researchers to take.
650 0 _aMathematics.
650 1 4 _aMathematics Education.
_0http://scigraph.springernature.com/things/product-market-codes/O25000
650 2 4 _aLearning & Instruction.
_0http://scigraph.springernature.com/things/product-market-codes/O22000
650 2 4 _aHistory of Mathematical Sciences.
_0http://scigraph.springernature.com/things/product-market-codes/M23009
700 1 _aClements, M. A. (Ken).
_eauthor.
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
700 1 _aEllerton, Nerida F.
_eauthor.
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
710 2 _aSpringerLink (Online service)
776 0 8 _iPrinted edition:
_z9783319592039
776 0 8 _iPrinted edition:
_z9783319592053
776 0 8 _iPrinted edition:
_z9783319865683
830 0 _aHistory of Mathematics Education,
_x2509-9736
856 4 0 _uhttps://doi.org/10.1007/978-3-319-59204-6
_yElectronic version-Цахим хувилбар
942 _2ddc
_cEBOOK