LEADER 03878nam  22006135  450 
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010   $a9783030175771
010   $a3030175774
024 7 $a10.1007/978-3-030-17577-1
035   $a(CKB)4100000008618211
035   $a(MiAaPQ)EBC5808240
035   $a(DE-He213)978-3-030-17577-1
035   $a(EXLCZ)994100000008618211
100   $a20190702d2019      u|         0
101 0 $aeng
135   $aurcnu||||||||
181   $ctxt$2rdacontent
182   $cc$2rdamedia
183   $acr$2rdacarrier
200 10$aEncountering Algebra $eA Comparative Study of Classrooms in Finland, Norway, Sweden, and the USA /$fedited by Cecilia Kilhamn, Roger Säljö
205   $a1st ed. 2019.
210  1$aCham :$cSpringer International Publishing :$cImprint: Springer,$d2019.
215   $a1 online resource (265 pages)
311 08$a9783030175764 
311 08$a3030175766 
327   $aChapter 1: School Algebra -- Chapter 2: Researching Classrooms in Search of Learning: Theoretical and Methodological Considerations -- Chapter 3: The VIDEOMAT Project: Theoretical Considerations and Methodological Procedures -- Chapter 4: Participation and Mathematization in Introductory Algebra Classrooms: The Case of Sweden -- Chapter 5: Designed Examples as Mediating Tools: Introductory Algebra in Two Norwegian Grade 8 Classrooms -- Chapter 6: Learning to Solve Equations in Three Swedish-speaking Classrooms in Finland -- Chapter 7: How Teachers Introduce Algebra and How it Might Affect Students? Beliefs About What it Means to ?Do? Mathematics -- Chapter 8: The Fifth Lesson: Students? Responses to a Patterning Task Across the Four Countries -- Chapter 9: Encouraging Algebraic Reasoning in Contemporary Classrooms: Some Observations and a Synthesis.
330   $aThe book reports a comparative research project about algebra teaching and learning in four countries. Algebra is a central topic of learning across the world, and it is well-known that it represents a hurdle for many students. The book presents analyses built on extensive video-recordings of classrooms documenting the first introduction to symbolic algebra (students aged 12 to 14). While the content addressed in all classrooms is variables, expressions and equations, the teaching approaches are diverse. The chapters bring the reader into different algebra classrooms, discussing issues such as mathematization and social norms, the role of mediating tools and designed examples, and teacher beliefs. By comparing classrooms, new insights are generated about how students understand the algebraic content, how teachers instruct, and how both parties deal with difficulties in learning elementary algebra. The book also describes a research methodology using video in search of taken-for-grantedaspects of algebra lessons.
606   $aMathematics$xStudy and teaching
606   $aLearning, Psychology of
606   $aInternational education
606   $aComparative education
606   $aAlgebra
606   $aMathematics Education
606   $aInstructional Psychology
606   $aInternational and Comparative Education
606   $aAlgebra
615  0$aMathematics$xStudy and teaching.
615  0$aLearning, Psychology of.
615  0$aInternational education.
615  0$aComparative education.
615  0$aAlgebra.
615 14$aMathematics Education.
615 24$aInstructional Psychology.
615 24$aInternational and Comparative Education.
615 24$aAlgebra.
676   $a512.007
676   $a372.71
702   $aKilhamn$b Cecilia$4edt$4http://id.loc.gov/vocabulary/relators/edt
702   $aSäljö$b Roger$4edt$4http://id.loc.gov/vocabulary/relators/edt
906   $aBOOK
912   $a9910349351703321
996   $aEncountering Algebra$92542833
997   $aUNINA