1 / 22

WHY ALGEBRA?

WHY ALGEBRA?. WHAT ALGEBRA?. How can we reshape the algebra curriculum, so that it has more immediate value to individuals?. …so that specific difficult ideas are more easily accessed?. HAVING THE STUDENT IN MIND. IN A TECHNOLOGICAL ERA. DIFFICULTIES ON INEQUALITIES.

fleur
Download Presentation

WHY ALGEBRA?

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. WHY ALGEBRA? WHAT ALGEBRA?

  2. How can we reshape the algebra curriculum, so that it has more immediate value to individuals? …so that specific difficult ideas are more easily accessed?

  3. HAVING THE STUDENT IN MIND IN A TECHNOLOGICAL ERA

  4. DIFFICULTIES ON INEQUALITIES

  5. Invalid connections between the solution of a quadratic equation and its related inequality (Linchevski & Sfard, 1991; Tsamir, Tirosh, & Almog, 1998, Tsamir & Bazzini, 2001). Tendency to regard transformable inequalities as being equivalent (Linchevski & Sfard, 1991, Bazzini, 1997). • Difficulties in solving inequalities with “R” or ““ as truth set (Tsamir & Almog, 1999) and difficulties in parametric • inequalities (Bazzini & Tsamir, 2001). THEORETICAL REFLECTION

  6. HOW CAN WE FACE SUCH SITUATIONS?

  7. On the basis of experimental data..... …a new approach to the theme

  8. and Equations and inequalities introduced by means of a functional approach... … legitimacy and relevance of body-related metaphors in mathematical thinking.

  9. and New content based approach New methodological approach

  10. Compare these two formulas from an algebraic and graphical point of view ………... (Bazzini, Boero & Garuti, 2001)

  11. METAPHORICAL THOUGHT VERBALISATION GESTURES EMBODIED COGNITION

  12. EMBODIMENT AND TECHNOLOGY

  13. COULD THEY BE LINKED IN SCHOOL MATHS?

  14. A POSSIBLE ANSWER Connecting motion with an algebraic representation (Thornton, 1990 ; Isoda, 2001; Doerr, 2001; Arzarello & Robutti, 2001)

  15. d t d d d t t t

  16. (Arzarello & Robutti, 2001)

  17. NEW EMBODIMENT

  18. FURTHER QUESTIONS Which technology? Which changes in classroom organisation? Which changes in teacher education? ……………..

  19. LET'S TAKE THIS CHALLENGE FOR FUTURE RESEARCH

More Related