國立虎尾科技大學 |

Teaching and Learning Algebraic Thinking with 5- to 12-Year-Olds = The Global Evolution of an Emerging Field of Research and Practice /

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Teaching and Learning Algebraic Thinking with 5- to 12-Year-Olds/ edited by Carolyn Kieran.
Reminder of title:	The Global Evolution of an Emerging Field of Research and Practice /
other author:	Kieran, Carolyn.
Description:	XIII, 443 p. 139 illus., 9 illus. in color.online resource. :
Contained By:	Springer Nature eBook
Subject:	Mathematics—Study and teaching . -
Online resource:	https://doi.org/10.1007/978-3-319-68351-5
ISBN:	9783319683515

Teaching and Learning Algebraic Thinking with 5- to 12-Year-Olds = The Global Evolution of an Emerging Field of Research and Practice /
Teaching and Learning Algebraic Thinking with 5- to 12-Year-OldsThe Global Evolution of an Emerging Field of Research and Practice /[electronic resource] :edited by Carolyn Kieran. - 1st ed. 2018. - XIII, 443 p. 139 illus., 9 illus. in color.online resource. - ICME-13 Monographs,2520-8322. - ICME-13 Monographs,.

Introduction -- Part I Theoretical Perspectives for Developing Early Algebraic Thinking -- The Emergence of Symbolic Algebraic Thinking in Primary School -- 2 Implementing a Framework for Early Algebra -- 3 New Words and Concepts for Early Algebra Teaching: Sharing with Teachers Epistemological Issues in Early Algebra to Develop Students’ Early Algebraic Thinking -- 4 Seeking, Using, and Expressing Structure in Numbers and Numerical Operations: A Fundamental Path to Developing Early Algebraic Thinking -- 5 Cultivating Early Algebraic Thinking -- Part II Learning to Think Algebraically in Primary and Lower Middle School -- 6 Characteristics of Korean Students’ Early Algebraic Thinking: A Generalized Arithmetic Perspective -- 7 Function Tasks, Input, Output, and The Predictive Rule: How some Singapore Primary Children Construct the Rule -- 8 Algebraic Understanding of Equalities in Primary Classes -- 9 Observations of Structure within Shape Patterns -- 10 Generalizing Fractional Structures: A Critical Precursor To Algebraic Thinking -- 11 First Encounter with Variables by First and Third Grade Spanish Students -- Part III Teaching for the Development of Early Algebraic Thinking -- 12 Making Implicit Algebraic Thinking Explicit: Exploiting National Characteristics of German Approaches -- 13 Early Algebra as Analysis of Structure: A Focus on Operations -- 14 How Early Is too Early for Thinking Algebraically? -- 15 Cycles of Generalizing Activities in the Classroom -- 16 Scaffolding Teacher Practice to Develop Early Algebraic Reasoning -- 17 Preservice Teachers’ Knowledge to Teach Functional Thinking -- Conclusions and Looking Ahead.

This book highlights new developments in the teaching and learning of algebraic thinking with 5- to 12-year-olds. Based on empirical findings gathered in several countries on five continents, it provides a wealth of best practices for teaching early algebra. Building on the work of the ICME-13 (International Congress on Mathematical Education) Topic Study Group 10 on Early Algebra, well-known authors such as Luis Radford, John Mason, Maria Blanton, Deborah Schifter, and Max Stephens, as well as younger scholars from Asia, Europe, South Africa, the Americas, Australia and New Zealand, present novel theoretical perspectives and their latest findings. The book is divided into three parts that focus on (i) epistemological/mathematical aspects of algebraic thinking, (ii) learning, and (iii) teaching and teacher development. Some of the main threads running through the book are the various ways in which structures can express themselves in children’s developing algebraic thinking, the roles of generalization and natural language, and the emergence of symbolism. Presenting vital new data from international contexts, the book provides additional support for the position that essential ways of thinking algebraically need to be intentionally fostered in instruction from the earliest grades.

ISBN: 9783319683515

Standard No.: 10.1007/978-3-319-68351-5doiSubjects--Topical Terms:

1253684
Mathematics—Study and teaching .

LC Class. No.: LC8-6691

Dewey Class. No.: 370

Teaching and Learning Algebraic Thinking with 5- to 12-Year-Olds = The Global Evolution of an Emerging Field of Research and Practice /
LDR:04452nam a22004215i 4500 001 990821
003 DE-He213
005 20200701055453.0
007 cr nn 008mamaa
008 201225s2018 gw | s |||| 0|eng d
020 $a 9783319683515 $9 978-3-319-68351-5
024 7 $a 10.1007/978-3-319-68351-5 $2 doi
035 $a 978-3-319-68351-5
050 4 $a LC8-6691
072 7 $a JNU $2 bicssc
072 7 $a EDU029010 $2 bisacsh
072 7 $a JNU $2 thema
072 7 $a PB $2 thema
082 0 4 $a 370 $2 23
245 1 0 $a Teaching and Learning Algebraic Thinking with 5- to 12-Year-Olds $h [electronic resource] : $b The Global Evolution of an Emerging Field of Research and Practice / $c edited by Carolyn Kieran.
250 $a 1st ed. 2018.
264 1 $a Cham : $b Springer International Publishing : $b Imprint: Springer, $c 2018.
300 $a XIII, 443 p. 139 illus., 9 illus. in color. $b online resource.
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
347 $a text file $b PDF $2 rda
490 1 $a ICME-13 Monographs, $x 2520-8322
505 0 $a Introduction -- Part I Theoretical Perspectives for Developing Early Algebraic Thinking -- The Emergence of Symbolic Algebraic Thinking in Primary School -- 2 Implementing a Framework for Early Algebra -- 3 New Words and Concepts for Early Algebra Teaching: Sharing with Teachers Epistemological Issues in Early Algebra to Develop Students’ Early Algebraic Thinking -- 4 Seeking, Using, and Expressing Structure in Numbers and Numerical Operations: A Fundamental Path to Developing Early Algebraic Thinking -- 5 Cultivating Early Algebraic Thinking -- Part II Learning to Think Algebraically in Primary and Lower Middle School -- 6 Characteristics of Korean Students’ Early Algebraic Thinking: A Generalized Arithmetic Perspective -- 7 Function Tasks, Input, Output, and The Predictive Rule: How some Singapore Primary Children Construct the Rule -- 8 Algebraic Understanding of Equalities in Primary Classes -- 9 Observations of Structure within Shape Patterns -- 10 Generalizing Fractional Structures: A Critical Precursor To Algebraic Thinking -- 11 First Encounter with Variables by First and Third Grade Spanish Students -- Part III Teaching for the Development of Early Algebraic Thinking -- 12 Making Implicit Algebraic Thinking Explicit: Exploiting National Characteristics of German Approaches -- 13 Early Algebra as Analysis of Structure: A Focus on Operations -- 14 How Early Is too Early for Thinking Algebraically? -- 15 Cycles of Generalizing Activities in the Classroom -- 16 Scaffolding Teacher Practice to Develop Early Algebraic Reasoning -- 17 Preservice Teachers’ Knowledge to Teach Functional Thinking -- Conclusions and Looking Ahead.
520 $a This book highlights new developments in the teaching and learning of algebraic thinking with 5- to 12-year-olds. Based on empirical findings gathered in several countries on five continents, it provides a wealth of best practices for teaching early algebra. Building on the work of the ICME-13 (International Congress on Mathematical Education) Topic Study Group 10 on Early Algebra, well-known authors such as Luis Radford, John Mason, Maria Blanton, Deborah Schifter, and Max Stephens, as well as younger scholars from Asia, Europe, South Africa, the Americas, Australia and New Zealand, present novel theoretical perspectives and their latest findings. The book is divided into three parts that focus on (i) epistemological/mathematical aspects of algebraic thinking, (ii) learning, and (iii) teaching and teacher development. Some of the main threads running through the book are the various ways in which structures can express themselves in children’s developing algebraic thinking, the roles of generalization and natural language, and the emergence of symbolism. Presenting vital new data from international contexts, the book provides additional support for the position that essential ways of thinking algebraically need to be intentionally fostered in instruction from the earliest grades.
650 0 $a Mathematics—Study and teaching . $3 1253684
650 0 $a Learning. $3 555256
650 0 $a Instruction. $3 1253701
650 0 $a Teaching. $3 555255
650 1 4 $a Mathematics Education. $3 671509
650 2 4 $a Learning & Instruction. $3 670152
650 2 4 $a Teaching and Teacher Education. $3 783596
700 1 $a Kieran, Carolyn. $4 edt $4 http://id.loc.gov/vocabulary/relators/edt $3 893393
710 2 $a SpringerLink (Online service) $3 593884
773 0 $t Springer Nature eBook
776 0 8 $i Printed edition: $z 9783319683508
776 0 8 $i Printed edition: $z 9783319683522
776 0 8 $i Printed edition: $z 9783319885865
830 0 $a ICME-13 Monographs, $x 2520-8322 $3 1279029
856 4 0 $u https://doi.org/10.1007/978-3-319-68351-5
912 $a ZDB-2-EDA
912 $a ZDB-2-SXED
950 $a Education (SpringerNature-41171)
950 $a Education (R0) (SpringerNature-43721)