Early Algebra : : Research into Its Nature, Its Learning, Its Teaching.
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Superior document: | ICME-13 Topical Surveys Series |
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Place / Publishing House: | Cham : : Springer International Publishing AG,, 2016. Ã2016. |
Year of Publication: | 2016 |
Edition: | 1st ed. |
Language: | English |
Series: | ICME-13 Topical Surveys Series
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Physical Description: | 1 online resource (48 pages) |
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Kieran, Carolyn. Early Algebra : Research into Its Nature, Its Learning, Its Teaching. 1st ed. Cham : Springer International Publishing AG, 2016. Ã2016. 1 online resource (48 pages) text txt rdacontent computer c rdamedia online resource cr rdacarrier ICME-13 Topical Surveys Series Intro -- Main Topics You Can Find in This ICME-13 Topical Survey -- Contents -- 1 Introduction -- 2 Survey of the State of the Art -- 2.1 Brief History of Early Algebra Movement and Its Research up to the Early 2000s -- 2.1.1 The Early Algebra Movement -- 2.1.2 The Development of Algebraic Thinking in the Early Grades: Some Examples -- 2.1.2.1 Generalizing Related to Patterning Activity -- 2.1.2.2 Generalizing Related to Properties of Operations and Numerical Structure -- 2.1.2.3 Representing Relationships Among Quantities -- 2.1.2.4 Introducing Alphanumeric Notation -- 2.1.3 Concluding Remarks: Early Algebra Research in Years Leading up to Early 2000s -- 2.2 Recent Research on Early Algebra Learning and Further Evolution of the Field -- 2.2.1 The Nature of Early Algebraic Thinking -- 2.2.2 Processes of Early Algebraic Thinking -- 2.2.3 Mathematical Content Areas of Early Algebraic Thinking -- 2.2.3.1 A Generalized Arithmetic Perspective on Content -- 2.2.3.2 A Functional Perspective on Content -- 2.2.4 Implications for Future Research -- 2.3 Bringing Early Algebra into Elementary Classrooms -- 2.3.1 The Nature of Early Algebraic Content in Classroom Contexts -- 2.3.2 Roles of Students and Teachers in Classrooms -- 2.3.3 What Can Happen in Classrooms in General? -- 2.3.4 Conclusion -- 2.4 A Neurocognitive Perspective on Early Algebra -- 2.4.1 Singapore Model Method to Solve Arithmetic and Algebra Problems -- 2.4.2 Different Methods Used to Solve Secondary Algebra Word Problems -- 2.4.3 Neuroimaging, the Model Method, and Algebra -- 2.4.4 Why Algebra May Be the More Resource Intensive of the Two Methods -- 2.4.4.1 The Transition to Letters as Unknowns Requires an Expansion of the Knowledge Related to the Use of Letters -- 2.4.4.2 Algebraic Expressions Are Legitimate Forms of Answers. 2.4.4.3 Algebraic Representations no Longer Adhere to the Same Set of Conventions Underpinning the Use of Numbers -- 2.4.4.4 Knowledge of Equality-Equivalence of Algebraic Expressions Is Crucial -- 2.4.5 Competent Adults and Children Process Arithmetic Information Differently -- 2.5 Concluding Remarks -- 3 Summary and Looking Ahead -- References -- Further Reading. Description based on publisher supplied metadata and other sources. Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries. Electronic books. Pang, JeongSuk. Schifter, Deborah. Ng, Swee Fong. Print version: Kieran, Carolyn Early Algebra Cham : Springer International Publishing AG,c2016 9783319322575 ProQuest (Firm) https://ebookcentral.proquest.com/lib/oeawat/detail.action?docID=5588378 Click to View |
language |
English |
format |
eBook |
author |
Kieran, Carolyn. |
spellingShingle |
Kieran, Carolyn. Early Algebra : Research into Its Nature, Its Learning, Its Teaching. ICME-13 Topical Surveys Series Intro -- Main Topics You Can Find in This ICME-13 Topical Survey -- Contents -- 1 Introduction -- 2 Survey of the State of the Art -- 2.1 Brief History of Early Algebra Movement and Its Research up to the Early 2000s -- 2.1.1 The Early Algebra Movement -- 2.1.2 The Development of Algebraic Thinking in the Early Grades: Some Examples -- 2.1.2.1 Generalizing Related to Patterning Activity -- 2.1.2.2 Generalizing Related to Properties of Operations and Numerical Structure -- 2.1.2.3 Representing Relationships Among Quantities -- 2.1.2.4 Introducing Alphanumeric Notation -- 2.1.3 Concluding Remarks: Early Algebra Research in Years Leading up to Early 2000s -- 2.2 Recent Research on Early Algebra Learning and Further Evolution of the Field -- 2.2.1 The Nature of Early Algebraic Thinking -- 2.2.2 Processes of Early Algebraic Thinking -- 2.2.3 Mathematical Content Areas of Early Algebraic Thinking -- 2.2.3.1 A Generalized Arithmetic Perspective on Content -- 2.2.3.2 A Functional Perspective on Content -- 2.2.4 Implications for Future Research -- 2.3 Bringing Early Algebra into Elementary Classrooms -- 2.3.1 The Nature of Early Algebraic Content in Classroom Contexts -- 2.3.2 Roles of Students and Teachers in Classrooms -- 2.3.3 What Can Happen in Classrooms in General? -- 2.3.4 Conclusion -- 2.4 A Neurocognitive Perspective on Early Algebra -- 2.4.1 Singapore Model Method to Solve Arithmetic and Algebra Problems -- 2.4.2 Different Methods Used to Solve Secondary Algebra Word Problems -- 2.4.3 Neuroimaging, the Model Method, and Algebra -- 2.4.4 Why Algebra May Be the More Resource Intensive of the Two Methods -- 2.4.4.1 The Transition to Letters as Unknowns Requires an Expansion of the Knowledge Related to the Use of Letters -- 2.4.4.2 Algebraic Expressions Are Legitimate Forms of Answers. 2.4.4.3 Algebraic Representations no Longer Adhere to the Same Set of Conventions Underpinning the Use of Numbers -- 2.4.4.4 Knowledge of Equality-Equivalence of Algebraic Expressions Is Crucial -- 2.4.5 Competent Adults and Children Process Arithmetic Information Differently -- 2.5 Concluding Remarks -- 3 Summary and Looking Ahead -- References -- Further Reading. |
author_facet |
Kieran, Carolyn. Pang, JeongSuk. Schifter, Deborah. Ng, Swee Fong. |
author_variant |
c k ck |
author2 |
Pang, JeongSuk. Schifter, Deborah. Ng, Swee Fong. |
author2_variant |
j p jp d s ds s f n sf sfn |
author2_role |
TeilnehmendeR TeilnehmendeR TeilnehmendeR |
author_sort |
Kieran, Carolyn. |
title |
Early Algebra : Research into Its Nature, Its Learning, Its Teaching. |
title_sub |
Research into Its Nature, Its Learning, Its Teaching. |
title_full |
Early Algebra : Research into Its Nature, Its Learning, Its Teaching. |
title_fullStr |
Early Algebra : Research into Its Nature, Its Learning, Its Teaching. |
title_full_unstemmed |
Early Algebra : Research into Its Nature, Its Learning, Its Teaching. |
title_auth |
Early Algebra : Research into Its Nature, Its Learning, Its Teaching. |
title_new |
Early Algebra : |
title_sort |
early algebra : research into its nature, its learning, its teaching. |
series |
ICME-13 Topical Surveys Series |
series2 |
ICME-13 Topical Surveys Series |
publisher |
Springer International Publishing AG, |
publishDate |
2016 |
physical |
1 online resource (48 pages) |
edition |
1st ed. |
contents |
Intro -- Main Topics You Can Find in This ICME-13 Topical Survey -- Contents -- 1 Introduction -- 2 Survey of the State of the Art -- 2.1 Brief History of Early Algebra Movement and Its Research up to the Early 2000s -- 2.1.1 The Early Algebra Movement -- 2.1.2 The Development of Algebraic Thinking in the Early Grades: Some Examples -- 2.1.2.1 Generalizing Related to Patterning Activity -- 2.1.2.2 Generalizing Related to Properties of Operations and Numerical Structure -- 2.1.2.3 Representing Relationships Among Quantities -- 2.1.2.4 Introducing Alphanumeric Notation -- 2.1.3 Concluding Remarks: Early Algebra Research in Years Leading up to Early 2000s -- 2.2 Recent Research on Early Algebra Learning and Further Evolution of the Field -- 2.2.1 The Nature of Early Algebraic Thinking -- 2.2.2 Processes of Early Algebraic Thinking -- 2.2.3 Mathematical Content Areas of Early Algebraic Thinking -- 2.2.3.1 A Generalized Arithmetic Perspective on Content -- 2.2.3.2 A Functional Perspective on Content -- 2.2.4 Implications for Future Research -- 2.3 Bringing Early Algebra into Elementary Classrooms -- 2.3.1 The Nature of Early Algebraic Content in Classroom Contexts -- 2.3.2 Roles of Students and Teachers in Classrooms -- 2.3.3 What Can Happen in Classrooms in General? -- 2.3.4 Conclusion -- 2.4 A Neurocognitive Perspective on Early Algebra -- 2.4.1 Singapore Model Method to Solve Arithmetic and Algebra Problems -- 2.4.2 Different Methods Used to Solve Secondary Algebra Word Problems -- 2.4.3 Neuroimaging, the Model Method, and Algebra -- 2.4.4 Why Algebra May Be the More Resource Intensive of the Two Methods -- 2.4.4.1 The Transition to Letters as Unknowns Requires an Expansion of the Knowledge Related to the Use of Letters -- 2.4.4.2 Algebraic Expressions Are Legitimate Forms of Answers. 2.4.4.3 Algebraic Representations no Longer Adhere to the Same Set of Conventions Underpinning the Use of Numbers -- 2.4.4.4 Knowledge of Equality-Equivalence of Algebraic Expressions Is Crucial -- 2.4.5 Competent Adults and Children Process Arithmetic Information Differently -- 2.5 Concluding Remarks -- 3 Summary and Looking Ahead -- References -- Further Reading. |
isbn |
9783319322582 9783319322575 |
callnumber-first |
Q - Science |
callnumber-subject |
QA - Mathematics |
callnumber-label |
QA10 |
callnumber-sort |
QA 210.92 220 |
genre |
Electronic books. |
genre_facet |
Electronic books. |
url |
https://ebookcentral.proquest.com/lib/oeawat/detail.action?docID=5588378 |
illustrated |
Not Illustrated |
dewey-hundreds |
300 - Social sciences |
dewey-tens |
370 - Education |
dewey-ones |
372 - Elementary education |
dewey-full |
372.7044 |
dewey-sort |
3372.7044 |
dewey-raw |
372.7044 |
dewey-search |
372.7044 |
oclc_num |
987774500 |
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ICME-13 Topical Surveys Series |
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Early Algebra : Research into Its Nature, Its Learning, Its Teaching. |
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