Titlebook: Approaches to Algebra; Perspectives for Res Nadine Bernarz,Carolyn Kieran,Lesley Lee Book 1996 Kluwer Academic Publishers 1996 algebra.arit

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https://doi.org/10.1007/978-3-8350-9000-2d. Such a system should take account not only of a larger variety of problems but also of the interactions and distinctions between formulating the problem equations and manipulating them to find the problem solutions.

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Leistung und Systemisch-integrative Führungre the problems.” A second answer may also be: “Problems are central in mathematics; they are at the core of the main texts of algebra.” A third answer, another good one that will be presently justified, is: “The problems are at the end ... of the text.”

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Leistung und Systemisch-integrative Führunges a mathematically authentic and motivating mode of activity through which all of algebra can be learned. The chapter reviews the nature of algebra and outlines such an approach, giving examples of typical tasks and of students work.

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Das Systemisch-integrative Führungsmodelloom. The problem solving approaches to algebra, situated in today’s classroom, offer activities and obstacles that suggest different questions—some of which point back to the historical issues raised. The dichotomy of the general versus the particular and the question “What is a problem?” thread through the reflections in this commentary chapter.

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From Euclid to Descartes: Algebra and its Relation to Geometryaic revolution at the end of the 16th century, geometry was a means to prove algebraic rules, and, likewise, algebra was a means to solve some geometrical problems. In this chapter, I discuss some of the relations which, from Euclid to Descartes, bound algebra to geometry.

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Problem-Solving Approaches to Algebra: Two Aspectses a mathematically authentic and motivating mode of activity through which all of algebra can be learned. The chapter reviews the nature of algebra and outlines such an approach, giving examples of typical tasks and of students work.

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Ergebnisse der empirischen Untersuchung,at of variable, are quite different. The historical discussion allows us to raise some questions concerning the role geometry and arithmetic could play in the teaching of basic concepts of algebra in junior high school.