Please use this identifier to cite or link to this item: http://hdl.handle.net/11189/6480
Title: Preservice teachers' knowledge to teach functional thinking.
Other Titles: Teaching and Learning Algebraic Thinking with 5- to 12-Year-Olds: The Global Evolution of an Emerging Field of Research and Practice
Authors: McAuliffe, Sharon 
Vermeulen, Cornelis 
Keywords: Algebraic thinking;Primary schools;Research;Pre-service teachers;Functional thinking
Issue Date: 2018
Publisher: Springer International Publishing
Source: McAuliffe, S. & Vermeulen, C. 2018. Preservice teachers' knowledge to teach functional thinking.In: Kieran, C. [Ed]. Teaching and Learning Algebraic Thinking with 5- to 12-Year-Olds: The Global Evolution of an Emerging Field of Research and Practice. Cham, Switzerland: 403-426.
Abstract: This book highlights new developments in the teaching and learning of algebraic thinking with 5- to 12-year-olds. Based on empirical findings gathered in several countries on five continents, it provides a wealth of best practices for teaching early algebra. Building on the work of the ICME-13 (International Congress on Mathematical Education) Topic Study Group 10 on Early Algebra, well-known authors such as Luis Radford, John Mason, Maria Blanton, Deborah Schifter, and Max Stephens, as well as younger scholars from Asia, Europe, South Africa, the Americas, Australia and New Zealand, present novel theoretical perspectives and their latest findings. The book is divided into three parts that focus on (i) epistemological/mathematical aspects of algebraic thinking, (ii) learning, and (iii) teaching and teacher development. Some of the main threads running through the book are the various ways in which structures can express themselves in children’s developing algebraic thinking, the roles of generalization and natural language, and the emergence of symbolism. Presenting vital new data from international contexts, the book provides additional support for the position that essential ways of thinking algebraically need to be intentionally fostered in instruction from the earliest grades.
URI: http://hdl.handle.net/11189/6480
https://link.springer.com/chapter/10.1007/978-3-319-68351-5_17
ISBN: 9783319683508
Appears in Collections:Edu - Books / Book Chapters

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