ERIC Number: EJ1092074
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
Abstract Algebra for Algebra Teaching: Influencing School Mathematics Instruction
Wasserman, Nicholas H.
Canadian Journal of Science, Mathematics and Technology Education, v16 n1 p28-47 2016
This article explores the potential for aspects of abstract algebra to be influential for the teaching of school algebra (and early algebra). Using national standards for analysis, four primary areas common in school mathematics--and their progression across elementary, middle, and secondary mathematics--where teaching may be transformed by teachers' knowledge of abstract algebra are developed. In each of the four content areas (arithmetic properties, inverses, structure of sets, and solving equations), descriptions and examples of the transformational influence on teaching these topics are used to depict and support ways that study of more advanced mathematics can influence teachers' practice. Implications for the mathematical preparation and professional development of teachers are considered.
Descriptors: Algebra, Teaching Methods, Mathematics Instruction, Mathematical Concepts, Arithmetic, Demonstrations (Educational), Equations (Mathematics), Knowledge Base for Teaching, Common Core State Standards, Content Analysis, Educational Practices, Abstract Reasoning, Qualitative Research, Elementary Secondary Education
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A