After some general considerations about the new educational needs particularly for the renewal of Algebra teaching, we give some hints about our ‘ArAl project’ concerning early algebra and we sketch the complex methodology of work with teachers. Then we analyse a teacher’s transcript about a classroom discussion on a problem situation where a joint vision of the couple ‘function and inverse function’ is promoted. We focus on pupils’ behaviour in detecting functional relationships and in facing their different representations, highlighting the teacher’s reflections step by step. Finally, we discuss how comparisons of teachers’ ways of acting in the class and more generally their new conceptions may influence them.

Leading In-Service Teachers to Approach Early Algebra / Malara, Nicolina Antonia. - STAMPA. - (2005), pp. 285-304. (Intervento presentato al convegno “Mathematics Education: tenutosi a Lisbon nel 14-15 luglio 2005).

Leading In-Service Teachers to Approach Early Algebra

MALARA, Nicolina Antonia
2005

Abstract

After some general considerations about the new educational needs particularly for the renewal of Algebra teaching, we give some hints about our ‘ArAl project’ concerning early algebra and we sketch the complex methodology of work with teachers. Then we analyse a teacher’s transcript about a classroom discussion on a problem situation where a joint vision of the couple ‘function and inverse function’ is promoted. We focus on pupils’ behaviour in detecting functional relationships and in facing their different representations, highlighting the teacher’s reflections step by step. Finally, we discuss how comparisons of teachers’ ways of acting in the class and more generally their new conceptions may influence them.
2005
“Mathematics Education:
Lisbon
14-15 luglio 2005
285
304
Malara, Nicolina Antonia
Leading In-Service Teachers to Approach Early Algebra / Malara, Nicolina Antonia. - STAMPA. - (2005), pp. 285-304. (Intervento presentato al convegno “Mathematics Education: tenutosi a Lisbon nel 14-15 luglio 2005).
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11380/465727
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