Particular and General in Early Symbolic Manipulation

Particular and General in Early Symbolic Manipulation

The teaching and learning of early algebra draw heavily on arithmetic and the relationship between these two forms of activity is much debated. Drawing on interviews with 12 year old pupils we consider the ways in which some pupils used substitution of numbers for letters to extend their ability to...

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Veröffentlicht in:International Group for the Psychology of Mathematics Education 2003-07, Vol.2, p.105
Hauptverfasser: Bills, Liz, Ainley, Janet, Wilson, Kirsty
Format: Artikel
Sprache:eng
Schlagworte:
Algebra
Interviews
Mathematical Concepts
Mathematics Instruction
Secondary School Mathematics
Secondary School Students
Symbols (Mathematics)
Teaching Methods
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Zusammenfassung:The teaching and learning of early algebra draw heavily on arithmetic and the relationship between these two forms of activity is much debated. Drawing on interviews with 12 year old pupils we consider the ways in which some pupils used substitution of numbers for letters to extend their ability to manipulate algebraic expressions. We argue that teaching programmes need to emphasise "seeing the particular in the general" alongside the manipulation of general expressions. (Contains 1 footnote and 2 figures.) [For complete proceedings, see ED500859.]