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MiAaPQ |
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231204s2016 xx o ||||0 eng d |
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|a 9783319322582
|q (electronic bk.)
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|z 9783319322575
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|a QA10.92-20
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|a 372.7044
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|a Kieran, Carolyn.
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|a Early Algebra :
|b Research into Its Nature, Its Learning, Its Teaching.
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|a 1st ed.
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|a Cham :
|b Springer International Publishing AG,
|c 2016.
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| 264 |
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|c Ã2016.
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| 300 |
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|a 1 online resource (48 pages)
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| 336 |
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|a text
|b txt
|2 rdacontent
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| 337 |
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|a computer
|b c
|2 rdamedia
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| 338 |
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|a online resource
|b cr
|2 rdacarrier
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| 490 |
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|a ICME-13 Topical Surveys Series
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|a 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.
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|a 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.
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| 588 |
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|a Description based on publisher supplied metadata and other sources.
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| 590 |
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|a Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2023. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.
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| 655 |
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4 |
|a Electronic books.
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| 700 |
1 |
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|a Pang, JeongSuk.
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| 700 |
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|a Schifter, Deborah.
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| 700 |
1 |
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|a Ng, Swee Fong.
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| 776 |
0 |
8 |
|i Print version:
|a Kieran, Carolyn
|t Early Algebra
|d Cham : Springer International Publishing AG,c2016
|z 9783319322575
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| 797 |
2 |
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|a ProQuest (Firm)
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| 830 |
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0 |
|a ICME-13 Topical Surveys Series
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| 856 |
4 |
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|u https://ebookcentral.proquest.com/lib/matrademy/detail.action?docID=5588378
|z Click to View
|
