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Using Design Research and History to Tackle a Fundamental Problem with School Algebra (Hardcover, 1st ed. 2018)
Loot Price: R3,102
Discovery Miles 31 020
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Using Design Research and History to Tackle a Fundamental Problem with School Algebra (Hardcover, 1st ed. 2018)
Series: History of Mathematics Education
Expected to ship within 10 - 15 working days
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Total price: R3,122
Discovery Miles: 31 220
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In this well-illustrated book the authors, Sinan Kanbir, Ken
Clements, and Nerida Ellerton, tackle a persistent, and universal,
problem in school mathematics-why do so many middle-school and
secondary-school students find it difficult to learn algebra well?
What makes the book important are the unique features which
comprise the design-research approach that the authors adopted in
seeking a solution to the problem. The first unique feature is that
the authors offer an overview of the history of school algebra.
Despite the fact that algebra has been an important component of
secondary-school mathematics for more than three centuries, there
has never been a comprehensive historical analysis of factors
influencing the teaching and learning of that component. The
authors identify, through historical analysis, six purposes of
school algebra: (a) algebra as a body of knowledge essential to
higher mathematical and scientific studies, (b) algebra as
generalized arithmetic, (c) algebra as a prerequisite for entry to
higher studies, (d) algebra as offering a language and set of
procedures for modeling real-life problems, (e) algebra as an aid
to describing structural properties in elementary mathematics, and
(f) algebra as a study of variables. They also raise the question
whether school algebra represents a unidimensional trait. Kanbir,
Clements and Ellerton offer an unusual hybrid theoretical framework
for their intervention study (by which seventh-grade students
significantly improved their elementary algebra knowledge and
skills). Their theoretical frame combined Charles Sanders Peirce's
triadic signifier-interpretant-signified theory, which is in the
realm of semiotics, with Johann Friedrich Herbart's theory of
apperception, and Ken Clements' and Gina Del Campo's theory
relating to the need to expand modes of communications in
mathematics classrooms so that students engage in receptive and
expressive modes. Practicing classroom teachers formed part of the
research team. This book appears in Springer's series on the
"History of Mathematics Education." Not only does it include an
important analysis of the history of school algebra, but it also
adopts a theoretical frame which relies more on "theories from the
past," than on contemporary theories in the field of mathematics
education. The results of the well-designed classroom intervention
are sufficiently impressive that the study might havecreated and
illuminated a pathway for future researchers to take.
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