Rupture or continuity: The arithmetico-algebraic thinking as an alternative in a modelling process in a paper and pencil and technology environment

被引：14

作者：

Hitt, Fernando ^{[1
,2
]}

Saboya, Mireille ^{[1
,2
]}

Zavala, Carlos Cortes ^{[1
,2
]}

机构：

[1] Univ Quebec, Dept Math, 201 President Kennedy, Montreal, PQ H2X 3Y7, Canada

[2] Univ Michoacana, Morelia, Michoacan, Mexico

来源：

EDUCATIONAL STUDIES IN MATHEMATICS | 2017年 / 94卷 / 01期

关键词：

Early Algebra; Arithmetico-algebraic thinking; Institutional representation; Spontaneous representation; Technology;

D O I：

10.1007/s10649-016-9717-4

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Part of the research community that has followed the Early Algebra paradigm is currently delimiting the differences between arithmetic thinking and algebraic thinking. This trend could prevent new research approaches to the problem of learning algebra, hiding the importance of considering an arithmetico-algebraic thinking, a new approach which underpins the construction of a cognitive structure that links both types of thinking. This paper proposes a theoretical and practical framework for a learning approach that supports the construction of a cognitive structure which fosters arithmetico-algebraic thinking at the beginning of secondary school by means of cultural and technological activities relating to polygonal numbers.

引用

页码：97 / 116

页数：20