This book confronts the issue of how young people can find a way into the world of algebra. It represents multiple perspectives which include an analysis of situations in which algebra is an efficient problem-solving tool, the use of computer-based technologies, and a consideration of the historical evolution of algebra. The book emphasizes the situated nature of algebraic activity as opposed to being concerned with identifying students' conceptions in isolation from problem-solving activity.

Inhalt

Approaches To Algebra; R. Lins, et al. The Historical Origins Of Algebraic Thinking; L.G. Radford. The Production Of Meaning for Algebra: A Perspective Based On A Theoretical Model of Semantic Fields; R.C. Lins. A Model For Analysisn Algebraic Processed Of Thinking; F. Arzarello, et al. The Structural Algebra Option Revisited; D. Kirshner. Transformation And Anticipation As Key Processes In Algebraic Problem Solving; P. Boero. Historical-Epistemological Analysis In Mathematics Education: Two Works In Didactics Of Algebra; A. Gallardo. Curriculum Reform And Approaches To Algebra; K. Stacey, M. MacGregor. Propositions Concerning The Resolution Of Arithmetical-Algebraic Problems; E. Filloy, et al. Beyond Unknowns And Variables - Parameters And Dummy Variables In High School Algebra; H. Bloedy-Vinner. From Arithmetic To Algebraic Thinking By Using A Spreadsheet; G. Dettori, et al. General Methods: A Way Of Entering The World Of Algebra; S. Ursini. Reflections On The Role Of The Computer In The Development Of Algebraic Thinking; L. Healy, et al. Symbolic Arithmetic vs Algebra The Core of a Didactical Dilemma. Postscript; N. Balacheff. References. Index.