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

Author:

Hitt Fernando, ,Saboya Mireille,Zavala Carlos Cortés

Publisher

Springer Science and Business Media LLC

Subject

Education,General Mathematics

Reference42 articles.

1. Artigue, M. (2012). Enseignement et apprentissage de l’algèbre. http://educmath.ens-lyon.fr/Educmath/dossier-manifestations/conference-nationale/contributions/ . Accessed 24 may, 2014.

2. Bednarz, N., & Janvier, B. (1996). Emergence and development of algebra as a problem-solving tool: Continuities and discontinuities with arithmetic. In N. Bednarz, C. Kieran, & L. Lee (Eds.), Approches to algebra. Perspectives for research and teaching (pp. 115–136). Dordrech: Kluwer Academic Publishers.

3. Booth, L. R. (1984). Algebra: Children’s strategies and errors. Windsor: NFER-Nelson.

4. Booth, L. R. (1988). Children’s difficulties in beginning algebra. In: The ideas of algebra, K-I2, 1988 NCTM Yearbook (pp. 20–32). Reston, VA.: NCTM.

5. Britt, M. S., & Irwin, K. C. (2011). Algebraic thinking with and without algebraic representation: A pathway for learning. In J. Cai & E. Knuth (Eds.), Early algebraization: A global dialogue from multiple perspectives (pp. 137–160). New York: Springer.

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