商品簡介
Algebra is at the core of secondary school mathematics and it is the basis for most of the mathematics that students will see in future studies. On the other hand, for students who will not pursue mathematics or mathematically intensive careers, the basics of school algebra are an integral part of what is now termed as "mathematical literacy".
The purpose of this book is to provide the reader with both a practical and research-informed introduction to the main issues in school algebra education which nowadays remains one of the core challenges of mathematics education in general. The book will enable readers to:
- identify and emphasize the big ideas of algebra;
- imbue teaching with a sense of purpose (why algebra? what is it for? In which ways does it empower to better understand real world situations and solve interesting problems?);
- understand how students think about algebra and design lessons accordingly;
- critically pursue assessment tools;
- use technology for algebra learning.
The book starts with a description of what today's school algebra is about and what its big ideas are. The core chapters address the issues of teaching and learning where research in recent decades has made a strong contribution to improved understanding. Using mini case studies from research projects, these chapters highlight how children's thinking needs to change, how teachers can monitor the changes, and (in some cases) the nature of teaching that can bring about these changes. Broader issues of teaching and pedagogy are addressed throughout. 'Hot issues' in curriculum design, such as how pre-secondary education can best prepare students for algebra, and how concrete models can be used to teach algebra, are also explained.
All chapters will include many annotated examples of the uses of digital technology in teaching and learning mathematics and the final chapter addresses explicitly how digital technology is changing school algebra, including its curriculum goals, teaching and assessment practices.
The book is aimed at mathematics teacher education students, graduate students in mathematics education and practising teachers of students aged approximately 10 - 20. It is also a valuable resource for teacher educators (at the pre- and in-service levels), curriculum developers, and accessible to all teachers of algebra.
作者簡介
Abraham Arcavi is the Incumbent of the Lester B. Pearson Professorial Chair, at the Department of Science Teaching, the Weizmann Institute of Science, Israel. He works as a researcher in mathematics education, curriculum developer, teacher educator and adviser to the Israeli Ministry of Education.
Kaye Stacey is Foundation Professor of Mathematics Education at the University of Melbourne. She works as a researcher, primary and secondary teacher educator, supervisor of graduate research and as an adviser to governments. She is the Chair of the Mathematics Expert Group for the OECD’s 2012 PISA assessment of mathematical literacy. Stacey was awarded a Centenary Medal from the Australian government for outstanding services to mathematical education.
Paul Drijvers is an Associate Professor at Utrecht University’s Freudenthal Institute for Science and Mathematics Education. He works as a researcher, secondary teacher educator, and curriculum developer. He is also involved in Dutch national curriculum reform and assessment.
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