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Algebra Structure Sense Development amongst Diverse Learners

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Abstract Algebra
adaptive instruction
Advanced algebraic thinking
Advanced mathematical thinking
Algebra
Algebra Tiles
Algebraic
Algebraic Language
Algebraic Objects
Algebraic Problem Solving
algebraic reasoning strategies
Algebraic Resolution
Algebraic Substitution
Algebraic Tasks
Algebraic Thinking
Algebraization
Category=JNLB
Category=JNU
Category=PB
Category=PBF
Category=YPMF
cognitive development
Council of Science and Technology in Mexico
Didactic Design
Digital learning environment
digital learning tools
Educational algebra
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eq_nobargain
eq_non-fiction
eq_society-politics
eXpresser microworld
Figural Pattern
Frontiers of Science Project
Functional thinking
gamified mathematics
Generalization
Initial Equality
Justification Strategies
Khan Academy
Mathematical Expression
Mathematical maturity
Mathematical structures
Mathematics education
Mathematics Instruction
mathematics pedagogy
Pattern
Problem-solving
semiotic analysis
Structure Sense
Symbolic algebra
Symbolic Sign System
Technology Learning Environments
Tertiary Education
Transformative algebraic tasks
UCL Knowledge Lab
UK National Curriculum
USA Standard
Vice Versa
Visual Salience

Product details

  • ISBN 9781032055114
  • Weight: 453g
  • Dimensions: 152 x 229mm
  • Publication Date: 29 Jan 2024
  • Publisher: Taylor & Francis Ltd
  • Publication City/Country: GB
  • Product Form: Paperback
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Description

This volume emphasizes the role of effective curriculum design, teaching materials, and pedagogy to foster algebra structure sense at different educational levels.

Positing algebra structure sense as fundamental to developing students’ broader mathematical maturity and advanced thinking, this text reviews conceptual, historical, cognitive, and semiotic factors, which influence the acquisition of algebra structure sense. It provides empirical evidence to demonstrate the feasibility of linking algebra structure sense to technological tools and promoting it amongst diverse learners. Didactic approaches include the use of adaptive digital environments, gamification, diagnostic and monitoring tools, as well as exercises and algebraic sequences of varied complexity.

Advocating for a focus on both intuitive and formal knowledge, this volume will be of interest to students, scholars, and researchers with an interest in educational research, as well as mathematics education and numeracy.

About

Teresa Rojano is Professor in the Department of Mathematics Education, Center of Research and Advanced Studies (Cinvestav) of the National Polytechnic Institute, Mexico.