أثر إستراتيجية تدريسية مبنية على نظرية دوبنسكي (APOS) على تنمية التفكير الرياضي الجبري المتعلق بالاقترانات = The Effectiveness of Strategic Teaching Based on Dubinsky Theory (APOS) on Improving Mathematical Algebraic Thinking of Functions

2018 ◽  
Vol 26 (2) ◽  
pp. 464-486
Author(s):  
عبد الفتاح نشأت شموط ◽  
علي محمد الزعبي ◽  
غازي ضيف الله رواقة
Keyword(s):  
Algebraic Thinking ◽  
Strategic Teaching

scholarly journals Developing Number Sense: An Approach to Initiate Algebraic Thinking in Primary Education

Mathematics ◽  
2021 ◽  
Vol 9 (5) ◽  
pp. 518
Author(s):  
Natividad Adamuz-Povedano ◽  
Elvira Fernández-Ahumada ◽  
M. Teresa García-Pérez ◽  
Jesús Montejo-Gámez
Keyword(s):  
Teaching And Learning ◽  
Number Sense ◽  
Methodological Approach ◽  
Number System ◽  
Algebraic Thinking ◽  
First Year ◽  
Symbolic Language ◽  
Decimal Number ◽  
Language Characteristic ◽  
Theoretical Foundations

Traditionally, the teaching and learning of algebra has been addressed at the beginning of secondary education with a methodological approach that broke traumatically into a mathematical universe until now represented by numbers, with bad consequences. It is important, then, to find methodological alternatives that allow the parallel development of arithmetical and algebraic thinking from the first years of learning. This article begins with a review of a series of theoretical foundations that support a methodological proposal based on the use of specific manipulative materials that foster a deep knowledge of the decimal number system, while verbalizing and representing quantitative situations that underline numerical relationships and properties and patterns of numbers. Developing and illustrating this approach is the main purpose of this paper. The proposal has been implemented in a group of 25 pupils in the first year of primary school. Some observed milestones are presented and analyzed. In the light of the results, this well-planned early intervention contains key elements to initiate algebraic thinking through the development of number sense, naturally enhancing the translation of purely arithmetical situations into the symbolic language characteristic of algebraic thinking.

Generalizing: The Core of Algebraic Thinking

2014 ◽  
Vol 107 (6) ◽  
pp. 432-439 ◽  
Author(s):  
Barbara M. Kinach
Keyword(s):  
Meaningful Use ◽  
Algebraic Thinking ◽  
The Core

The meaningful use of symbols links context and generality.

scholarly journals Non-Hierarchical Clustering as a method to analyse an open-ended questionnaire on algebraic thinking

2016 ◽  
Vol 36 (1) ◽  
pp. 1-13 ◽  
Author(s):  
Benedetto Di Paola ◽  
◽  
Onofrio Rosario Battaglia ◽  
Claudio Fazio ◽  
◽  
...  
Keyword(s):  
Hierarchical Clustering ◽  
Algebraic Thinking

scholarly journals Analysis of Students’ Error in Algebraic Thinking Test

2017 ◽  
Vol 895 ◽  
pp. 012089
Author(s):  
M Muthmainnah ◽  
N Priatna ◽  
B A Priatna
Keyword(s):  
Algebraic Thinking

scholarly journals CONTRIBUTIONS OF FIGURES NUMBERS IN THE DEVELOPMENT OF GEOMETRIC THOUGHT

2019 ◽  
Vol 7 (1) ◽  
pp. 16-30
Author(s):  
Maria José Costa dos Santos ◽  
Arnaldo Lopes Bezerra
Keyword(s):  
Mathematics Teaching ◽  
Teaching And Learning ◽  
Basic Education ◽  
Mathematical Thinking ◽  
Algebraic Thinking ◽  
Ethical Awareness ◽  
Pedagogical Tools ◽  
Geometric Thinking ◽  
Virtual Libraries ◽  
Abstract Content

This study was constituted with the purpose of promoting reflections on Mathematics of basic education, from a transdisciplinary view of teaching and learning processes. To do so, we aim to analyze the contributions of figures in the development of geometric thinking. We characterize this research in empirical-exploratory, because for Lakatos and Marconi (2017), this type of research distinguishes itself as a scientific process of investigation that allows the researcher to formulate questions, with three purposes: to raise hypotheses, to increase the familiarization of the researcher in order to research, modify or clarify concepts, based on a qualitative and quantitative approach, according to the depth of the discussion about the object in question. For this, we look for information in other researches, databases of universities and virtual libraries, periodicals.  We hope that the results contribute to the critical and ethical awareness from views of the importance of the development of mathematical thinking, but specifically of geometric thinking, aiming at non-rupture with arithmetic thinking, in order to interweave with algebraic thinking . We consider this research relevant because mathematics teaching is based on abstract content that often makes no sense to the student, and here we show a part of mathematics that is formal but can be fun when well crafted in the classroom. Finally, we present pedagogical tools of innovation, aimed at contributing to the emancipation of the knowledge of this science, without ruptures. Keywords: Geometric thinking. Figurative numbers. Mathematics Teaching.

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