Abstract
Van Ameron (2002, p. 3) stated that “Algebra is known to be a major stumbling block in school mathematics, both in the past and present. Historical studies on the developments of algebra education in the twentieth century show that the algebra studied in secondary school has not changed much over the years”. Sutherland (2000) presented a comparative study of algebra curricula in twelve countries all over the world.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Broin, D. (2002). Arithmétique et Algèbre élémentaires scolaires. [Doctoral thesis.] Bordeaux: Université Bordeaux I.
Crawford, A. (2001). Developing algebraic thinking: Past, present, and future. In H. Chick, K. Stacey, J. Vincent & J. Vincent (Eds.), The future of the teaching and learning of algebra. Proceedings of the 12th ICMI Study Conference (pp. 192–193). Melbourne: The University of Melbourne.
Framework Education Programme for Elementary Education FEP EE (with amendments as of 1st September 2007). Retrived at 23. 10. 2013 from http://www.vuppraha.cz/wp-content/uploads/2009/12/RVP_ZV_EN_final.pdf
Herman, J. (2005). What the concept “school algebra” includes. In: Researching the Teaching and Learning of Mathematics. In: Proceedings MATHED Intensive Programme 2003. Linz.
Novotná, J., & Hošpesová, A. (2007). What is the Price of Topaze? In J. H. Woo, H. C. Lew, K. S. Park & D. Y. Seo (Eds.), Proceedings of the 31st Conference of the International Group for the Psychology of Mathematics Education (Vol. 4, pp. 25–32). Seoul : PME.
Novotná, J., & Hošpesová, A. (2009). Linking in Teaching Linear Equations—Forms and Purposes: The case of the Czech Republic. In Y. Shimizu (Ed.), Mathematical Tasks in Twelve Countries. Sense Publishers.
Novotná, J., & Kubínová, M. (2001). The influence of symbolic algebraic descriptions in word problem assignments on grasping process and on solving strategies. In H. Chick, K. Stacey, J. Vincent & J. Vincent (Eds.), The future of the teaching and learning of algebra. Proceedings of the 12th ICMI Study Conference (pp. 495–500). Melbourne: The University of Melbourne.
Stacey, K., Chick, H., & Kendal, M. (Eds.). (2004). The Future of the teaching and learning of Algbera. The 12th ICMI Study. Boston/Dordrecht/New York/London: Kluwer Academic Publishers.
Sutherland, R. (2000). A Comparative Study of Algebra Curricula. [Report prepared for the Qualifications and Curriculum Authority]. Bristol: University of Bristol.
Van Ameron, B. A. (2002). Reinvention of early algebra. Developmental research on the transition from arithmetic to algebra. Utrecht: CD-β Press, Centre for Science and Mathematics education.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2014 Sense Publishers
About this chapter
Cite this chapter
Novotná, J., Hošpesová, A. (2014). Traditional Versus Investigative Approaches to Teaching Algebra at the Lower Secondary Level. In: Leung, F.K.S., Park, K., Holton, D., Clarke, D. (eds) Algebra Teaching around the World. Series Preface. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6209-707-0_4
Download citation
DOI: https://doi.org/10.1007/978-94-6209-707-0_4
Publisher Name: SensePublishers, Rotterdam
Online ISBN: 978-94-6209-707-0
eBook Packages: Humanities, Social Sciences and LawEducation (R0)