Preservice elementary teacher´s thinking about algebraic reasoning
ABSTARCT: His paper reports on the results of a research about the comprehension of elementary algebraic reasoning exhibited by preservice elementary teachers. Such comprehension is studied by means of the elementary algebraic tasks that preservice teachers propose to be worked out by primary pupils...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2014 |
| País: | Colombia |
| Institución: | Universidad de Antioquia |
| Repositorio: | Repositorio UdeA |
| Idioma: | inglés |
| OAI Identifier: | oai:bibliotecadigital.udea.edu.co:10495/7541 |
| Acceso en línea: | http://hdl.handle.net/10495/7541 |
| Access Level: | acceso abierto |
| Palabra clave: | Algebra Álgebra Algebra - study and teaching Álgebra - enseñanza Reasoning - Study and teaching Razonamiento - enseñanza Education, primary Educación primaria Early algebra Preservice teachers Algebraic reasoning http://vocabularies.unesco.org/thesaurus/concept2018 |
| Sumario: | ABSTARCT: His paper reports on the results of a research about the comprehension of elementary algebraic reasoning exhibited by preservice elementary teachers. Such comprehension is studied by means of the elementary algebraic tasks that preservice teachers propose to be worked out by primary pupils, as well as their conceptions about including elementary algebraic reasoning in primary school curriculum. Based on the analysis of the tasks it stands out the procedural and numerical conception exhibited by the preservice teachers. Additionally they conceded little importance to the relational aspect of the equal sign. Some implications for teacher education are discussed. |
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