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ERIC Number: EJ1123747
Record Type: Journal
Publication Date: 2017-Jan
Pages: 20
Abstractor: As Provided
ISSN: ISSN-0013-1954
Rupture or Continuity: The Arithmetico-Algebraic Thinking as an Alternative in a Modelling Process in a Paper and Pencil and Technology Environment
Hitt, Fernando; Saboya, Mireille; Zavala, Carlos Cortés
Educational Studies in Mathematics, v94 n1 p97-116 Jan 2017
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.
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A