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Die Lernperspektive Studie Ser.: Algebra-Unterricht auf der ganzen Welt-
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Standort: Van Lear, Kentucky, USA
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eBay-Artikelnr.:254720172549
Artikelmerkmale
- Artikelzustand
- Region
- KY
- Topic
- Mathematics
- ISBN
- 9789462097056
Über dieses Produkt
Product Identifiers
Publisher
Brill
ISBN-10
9462097054
ISBN-13
9789462097056
eBay Product ID (ePID)
242489360
Product Key Features
Number of Pages
272 Pages
Language
English
Publication Name
Algebra Teaching Around the World
Publication Year
2014
Subject
General
Type
Textbook
Subject Area
Education
Series
The Learner's Perspective Study Ser.
Format
Trade Paperback
Dimensions
Item Height
0.6 in
Item Weight
12.9 Oz
Item Length
9.2 in
Item Width
6.1 in
Additional Product Features
Intended Audience
Scholarly & Professional
Series Volume Number
5
Illustrated
Yes
Synopsis
Utilizing the LPS dataset, Algebra Teaching around the World documents eighth grade algebra teaching across a variety of countries that differ geographically and culturally. Different issues in algebra teaching are reported, and different theories are used to characterize algebra lessons or to compare algebra teaching in different countries. Many commonalities in algebra teaching around the world are identified, but there are also striking and deep-rooted differences. The different ways algebra was taught in different countries point to how algebra teaching may be embedded in the culture and the general traditions of mathematics education of the countries concerned. In particular, a comparison is made between algebra lessons in the Confucian-Heritage Culture (CHC) countries and 'Western' countries. It seems that a common emphasis of algebra teaching in CHC countries is the 'linkage' or 'coherence' of mathematics concepts, both within an algebraic topic and between topics. On the other hand, contemporary algebra teaching in many Western school systems places increasing emphasis on the use of algebra in mathematical modeling in 'real world' contexts and in the instructional use of metaphors, where meaning construction is assisted by invoking contexts outside the domain of algebraic manipulation, with the intention to helping students to form connections between algebra and other aspects of their experience. Algebra Teaching around the World should be of value to researchers with a focus on algebra, pedagogy or international comparisons of education. Because of the pedagogical variations noted here, there is a great deal of material that will be of interest to both teachers and teacher educators., Utilizing the LPS dataset, Algebra Teaching around the World documents eighth grade algebra teaching across a variety of countries that differ geographically and culturally. Different issues in algebra teaching are reported, and different theories are used to characterize algebra lessons or to compare algebra teaching in different countries., Utilizing the LPS dataset, Algebra Teaching around the World documents eighth grade algebra teaching across a variety of countries that differ geographically and culturally. Different issues in algebra teaching are reported, and different theories are used to characterize algebra lessons or to compare algebra teaching in different countries. Many commonalities in algebra teaching around the world are identified, but there are also striking and deep-rooted differences. The different ways algebra was taught in different countries point to how algebra teaching may be embedded in the culture and the general traditions of mathematics education of the countries concerned. In particular, a comparison is made between algebra lessons in the Confucian-Heritage Culture (CHC) countries and 'Western' countries. It seems that a common emphasis of algebra teaching in CHC countries is the 'linkage' or 'coherence' of mathematics concepts, both within an algebraic topic and between topics. On the other hand, contemporary algebra teaching in many Western school systems places increasing emphasis on the use of algebra in mathematical modeling in 'real world' contexts and in the instructional use of metaphors, where meaning construction is assisted by invoking contexts outside the domain of algebraic manipulation, with the intention of helping students to form connections between algebra and other aspects of their experience.
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