From Euclid to Descartes: Algebra and its Relation to Geometry

Charbonneau, Louis

doi:10.1007/978-94-009-1732-3_2

Cited by 14 publications

(7 citation statements)

References 6 publications

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“…256-257). Within the context of arithmetic problem solving, algebraic thinking "involves the use of symbols to generalize certain kinds of arithmetic operations" (Curcio & Schwartz, 1997, p. 296) and represent relations (Charbonneau, 1996).…”

Section: Algebra Thinking In Problem Solvingmentioning

confidence: 99%

A Comparison of Two Mathematics Problem-Solving Strategies: Facilitate Algebra-Readiness

Xin

Zhang

Park

et al. 2011

The Journal of Educational Research

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Section: Algebra Thinking In Problem Solvingmentioning

confidence: 99%

A Comparison of Two Mathematics Problem-Solving Strategies: Facilitate Algebra-Readiness

Xin

Zhang

Park

et al. 2011

The Journal of Educational Research

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“…As a result, this tendency may difficult the use of algebraic strategies in terms of searching, selecting and naming the appropriate unknowns. Ng (2003) also points out that the persistence of predilection that secondary students show to use the arithmetic reasoning is an obstacle to internalize the concept of equation which is an essential tool in the process of algebraic resolution (Charbonneau, 1996;Stacey & MacGregor, 1997;Khng & Lee, 2009).…”

Section: Discussionmentioning

confidence: 99%

Different Procedures for Solving Mathematical Word Problems in High School

Gasco¹,

Villarroel²,

Zuazagoitia³

2014

IES

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The teaching and learning of mathematics cannot be understood without considering the resolution of word problems. This kind of problems not only connect mathematical concepts with language (and therefore with reality) but also promote the learning related to other scientific areas. In primary school problems are solved by using basic arithmetic rules and in secondary school, the purpose is to generalize the resolution procedures through putting in practice algebraic procedures which turn to be more effective in terms of resolving word problem. This study attempts to analyse the procedures employed to solve mathematical problems by a sample of students in 9th and 10th grades of High School (N=406) from the Basque Country (Spain). For this purpose, the procedure used by the students when resolving three mathematical problems was examined and classified in three categories. These categories are related to the utilization of arithmetic rules or, as the case may be, algebraic procedures. The results indicate a significant relationship between the procedure used to solve the problems and educational level of the students. Educational implications of the findings are discussed.

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“…As pointed out by Furinghetti [37], there is a potential difficulty for students in passing from the arithmetic to the algebraic domain, since this, as observed by Charbonneau [38], implies a shift in method from a synthetic method to an analytic one. 4 Knowing that students may find this shift as well as the algebraic approach itself, of completing the square, difficult and confusing is related to knowledge of content and students.…”

Section: Case 3: Completing the Squarementioning

confidence: 99%

Analysing the use of history of mathematics through MKT^†

Jankvist

Mosvold

Fauskanger

et al. 2015

International Journal of Mathematical Education in Science and

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In this article, we analyse three 'classical' cases of using history of mathematics in teacher training and reinterpret them using the framework of mathematical knowledge for teaching (MKT). We continue with a discussion of the potential benefits of applying MKT as a framework for discussion in research related to the use of history in mathematics education. MKT serves as an example of a framework from general mathematics education research which has something to offer in this respect. We argue that the MKT framework provides a powerful language to communicate results from research on the uses of history of mathematics to researchers in other areas of mathematics education research.

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From Euclid to Descartes: Algebra and its Relation to Geometry

Cited by 14 publications

References 6 publications

A Comparison of Two Mathematics Problem-Solving Strategies: Facilitate Algebra-Readiness

A Comparison of Two Mathematics Problem-Solving Strategies: Facilitate Algebra-Readiness

Different Procedures for Solving Mathematical Word Problems in High School

Analysing the use of history of mathematics through MKT^†

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From Euclid to Descartes: Algebra and its Relation to Geometry

Cited by 14 publications

References 6 publications

A Comparison of Two Mathematics Problem-Solving Strategies: Facilitate Algebra-Readiness

A Comparison of Two Mathematics Problem-Solving Strategies: Facilitate Algebra-Readiness

Different Procedures for Solving Mathematical Word Problems in High School

Analysing the use of history of mathematics through MKT†

Contact Info

Product

Resources

About

Analysing the use of history of mathematics through MKT^†