Titlebook: Educational Algebra; A Theoretical and Em Eugenio Filloy,Luis Puig,Teresa Rojano Book 2008 Springer-Verlag US 2008 algebra.education.geomet

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Educational Algebra978-0-387-71254-3Series ISSN 0924-4921 Series E-ISSN 2214-983X

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Andrea Creech,Maria Varvarigou,Susan Hallamn of word problems. It is a continuation of the analysis of the results obtained in the study, introduced in Chapter 4, “Operación de la Incógnita” (“Operating on the Unknown”), in which through presentation of a case we revisit the discussion of the dialectic relationship between the syntactic and

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Decision-Making in a Variable-Rich Contexttionship with cognitive tendencies that are observed in students during the learning of algebraic syntax and its use in solving problems. Eleven cognitive tendencies are described, well identified in empirical studies, some referring to the presence of readings by learners on different levels of lan

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Are Knowledge Claims Indexical?,lem solving. Those aspects include the arithmetic or algebraic nature of the problems; the relation of that nature to the underlying structure of the word problem and to the processes of translating the problem into a mathematical sign system; and the entrenched nature of arithmetic-type reasoning t