東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Using design research and history to...

Kanbir, Sinan.

Linked to FindBook

Google Book

Amazon

博客來

Using design research and history to tackle a fundamental problem with school algebra

Record Type:	Electronic resources : Monograph/item
Title/Author:	Using design research and history to tackle a fundamental problem with school algebra/ by Sinan Kanbir, M. A. (Ken) Clements, Nerida F. Ellerton.
Author:	Kanbir, Sinan.
other author:	Clements, M. A. (Ken).
Published:	Cham :Springer International Publishing : : 2018.,
Description:	xxiv, 327 p. :ill., digital ;24 cm.
[NT 15003449]:	Identifying a Problem with School Algebra -- Historical Reflections on How Algebra Became a Vital Component of Middle- and Secondary-School Curricula -- Framing a Classroom Intervention Study in a Middle-School Algebra Environment -- Document Analysis: The Intended CCSSM Elementary- and Middle-School Algebra Curriculum -- Review of Pertinent Literature -- Research Design and Methodology -- Quantitative Analyses of Data -- Qualitative Analyses of Data -- Answers to Research Questions, and Discussion -- Postscript: Framing Research Aimed at Improving School Algebra.
Contained By:	Springer eBooks
Subject:	Algebra - Study and teaching (Elementary) -
Online resource:	http://dx.doi.org/10.1007/978-3-319-59204-6
ISBN:	9783319592046

Using design research and history to tackle a fundamental problem with school algebra
Kanbir, Sinan.

Using design research and history to tackle a fundamental problem with school algebra[electronic resource] /by Sinan Kanbir, M. A. (Ken) Clements, Nerida F. Ellerton. - Cham :Springer International Publishing :2018. - xxiv, 327 p. :ill., digital ;24 cm. - History of mathematics education,2509-9736. - History of mathematics education..

Identifying a Problem with School Algebra -- Historical Reflections on How Algebra Became a Vital Component of Middle- and Secondary-School Curricula -- Framing a Classroom Intervention Study in a Middle-School Algebra Environment -- Document Analysis: The Intended CCSSM Elementary- and Middle-School Algebra Curriculum -- Review of Pertinent Literature -- Research Design and Methodology -- Quantitative Analyses of Data -- Qualitative Analyses of Data -- Answers to Research Questions, and Discussion -- Postscript: Framing Research Aimed at Improving School Algebra.

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 signifi cantly 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 have created and illuminated a pathway for future researchers to take.

ISBN: 9783319592046

Standard No.: 10.1007/978-3-319-59204-6doiSubjects--Topical Terms:

578887
Algebra
--Study and teaching (Elementary)

LC Class. No.: QA159 / .K363 2017

Dewey Class. No.: 372.7

Using design research and history to tackle a fundamental problem with school algebra
LDR:04148nmm a2200337 a 4500 001 2131581
003 DE-He213
005 20180615140915.0
006 m d
007 cr nn 008maaau
008 181005s2018 gw s 0 eng d
020 $a 9783319592046 $q (electronic bk.)
020 $a 9783319592039 $q (paper)
024 7 $a 10.1007/978-3-319-59204-6 $2 doi
035 $a 978-3-319-59204-6
040 $a GP $c GP
041 0 $a eng
050 4 $a QA159 $b .K363 2017
072 7 $a JNU $2 bicssc
072 7 $a PB $2 bicssc
072 7 $a EDU029010 $2 bisacsh
082 0 4 $a 372.7 $2 23
090 $a QA159 $b .K16 2017
100 1 $a Kanbir, Sinan. $3 3297304
245 1 0 $a Using design research and history to tackle a fundamental problem with school algebra $h [electronic resource] / $c by Sinan Kanbir, M. A. (Ken) Clements, Nerida F. Ellerton.
260 $a Cham : $b Springer International Publishing : $b Imprint: Springer, $c 2018.
300 $a xxiv, 327 p. : $b ill., digital ; $c 24 cm.
490 1 $a History of mathematics education, $x 2509-9736
505 0 $a Identifying a Problem with School Algebra -- Historical Reflections on How Algebra Became a Vital Component of Middle- and Secondary-School Curricula -- Framing a Classroom Intervention Study in a Middle-School Algebra Environment -- Document Analysis: The Intended CCSSM Elementary- and Middle-School Algebra Curriculum -- Review of Pertinent Literature -- Research Design and Methodology -- Quantitative Analyses of Data -- Qualitative Analyses of Data -- Answers to Research Questions, and Discussion -- Postscript: Framing Research Aimed at Improving School Algebra.
520 $a 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 signifi cantly 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 have created and illuminated a pathway for future researchers to take.
650 0 $a Algebra $x Study and teaching (Elementary) $3 578887
650 1 4 $a Education. $3 516579
650 2 4 $a Mathematics Education. $3 637497
650 2 4 $a Learning & Instruction. $3 893930
650 2 4 $a History of Mathematical Sciences. $3 1530523
700 1 $a Clements, M. A. (Ken). $3 2059457
700 1 $a Ellerton, Nerida F. $3 2059456
710 2 $a SpringerLink (Online service) $3 836513
773 0 $t Springer eBooks
830 0 $a History of mathematics education. $3 3226884
856 4 0 $u http://dx.doi.org/10.1007/978-3-319-59204-6
950 $a Education (Springer-41171)