And the Rest is Just Algebra by Sepideh Stewart

By Sepideh Stewart

This publication addresses students' vulnerable starting place in algebra, its factors, and capability recommendations to enhance their long term luck and knowing in arithmetic as a complete. The authors, who're specialists in a wide selection of fields, emphasize that those problems are extra complicated than simply forgotten ideas, and provide strategic ways from a few angles that might bring up the possibilities of pupil figuring out. teachers who're annoyed with their scholars’ loss of talents and data in school point will locate this quantity priceless, because the authors confront the deeper explanation why scholars have problems with Algebra and demonstrate tips to treatment the issue.

Show description

Read Online or Download And the Rest is Just Algebra PDF

Similar educational psychology books

Pragmatism and Educational Research (Philosophy, Theory, and Educational Research)

This quantity deals an summary of the pragmatic knowing of information and the purchase of information, and its implications for the behavior of academic learn. Pragmatism and academic learn focuses totally on the paintings of John Dewey, and

Changing Citizenship

How can citizenship in colleges meet the desires of inexperienced persons in multicultural and globalized groups? Can colleges get to the bottom of the tensions among calls for for powerful self-discipline and pressures to be extra inclusive? Educators, politicians and the media are utilizing the concept that of citizenship in new contexts and giving it new meanings.

The Soul of Education: Helping Students Find Connection, Compassion, and Character at School

Foreword via Parker Palmer * How can educators and fogeys of numerous backgrounds come jointly to discover how you can invite soul into colleges? * How do educators tackle "soul" in schooling with out violating the separation of church and nation or the deeply held ideals of households and scholars? during this booklet, Rachael Kessler exhibits how.

Metacognition: Fundaments, Applications, and Trends: A Profile of the Current State-Of-The-Art

This booklet is dedicated to the Metacognition area. It highlights works that convey appropriate research, experiences, theoretical, and methodological proposals, in addition to reviews, techniques, functions, and instruments that form present kingdom, outline traits and encourage destiny examine. as a result revision procedure fourteen manuscripts have been authorized and arranged into 5 elements as follows:· Conceptual: comprises conceptual works orientated to: (1) assessment types of method guideline and tailor a hybrid technique; (2) unveil second-order judgments and outline a style to evaluate metacognitive judgments; (3) introduces a conceptual version to explain the metacognitive job as an autopoietic procedure.

Extra info for And the Rest is Just Algebra

Example text

Bergen, Norway: PME. Kieran, C. (1992). The learning and teaching of school algebra. In D. A. ), Handbook of research on mathematics teaching and learning (pp. 390–419). New York: Macmillan. Mason, J. (2002). Mathematics teaching practice: A guidebook for university and college lecturers. Chichester: Horwood. Oehrtman, M. (2002). D. dissertation. Rice, J. A. (2007). ). California: Thomson, Brooks/Cole. 18 S. Stewart and S. , & Linchevski, L. (1994). The gains and the pitfalls of reification—The case of algebra.

Advanced mathematical-thinking at any age: Its nature and its development. Mathematical Thinking and Learning, 7, 27–50. , & Dreyfus, T. (2004). Structure sense in high school algebra: The effects of brackets. In M. J. Hoines & A. B. ), Proceedings of the 28th conference of the international group for the psychology of mathematics education (Vol. 3, pp. 49–56). Bergen, Norway: PME. Kieran, C. (1992). The learning and teaching of school algebra. In D. A. ), Handbook of research on mathematics teaching and learning (pp.

As Einstein is reported to have said: Insanity is doing the same thing over and over again and expecting different results. We can’t solve problems by using the same kind of thinking we used when we created them. Currently lacking for students who need a deeper understanding of arithmetic and algebra are developmental courses and tasks designed to change the procedural orientation and superficial, fragmented knowledge of too many of our students. The curriculum, particularly for non-STEM undergraduate students along with those who intend to become teachers of mathematics, whether at the elementary, high school, or college level, should include a course that requires students to examine the long-term cognitive development of mathematical thinking and understanding of foundational arithmetic and algebraic concepts.

Download PDF sample

Rated 4.58 of 5 – based on 23 votes