Overview
- Highlights new developments in the teaching and learning of algebraic thinking with 5- to 12-year-olds based on research carried out in several countries around the world
- Includes empirical findings from five continents
- Presents well-known authors’ novel theoretical perspectives and recent empirical findings in 17 chapters
- Builds on the work of the ICME-13 (International Congress on Mathematical Education) Topic Study Group 10 on Early Algebra
- Provides a wealth of best practices for teaching early algebra
- Suggests directions for further research
Part of the book series: ICME-13 Monographs (ICME13Mo)
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Table of contents (17 chapters)
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Front Matter
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Theoretical Perspectives for Developing Early Algebraic Thinking
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Front Matter
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Learning to Think Algebraically in Primary and Lower Middle School
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Front Matter
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Teaching for the Development of Early Algebraic Thinking
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Front Matter
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Keywords
About this book
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.
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Editors and Affiliations
Bibliographic Information
Book Title: Teaching and Learning Algebraic Thinking with 5- to 12-Year-Olds
Book Subtitle: The Global Evolution of an Emerging Field of Research and Practice
Editors: Carolyn Kieran
Series Title: ICME-13 Monographs
DOI: https://doi.org/10.1007/978-3-319-68351-5
Publisher: Springer Cham
eBook Packages: Education, Education (R0)
Copyright Information: Springer International Publishing AG 2018
Hardcover ISBN: 978-3-319-68350-8Published: 11 December 2017
Softcover ISBN: 978-3-319-88586-5Published: 01 September 2018
eBook ISBN: 978-3-319-68351-5Published: 04 December 2017
Series ISSN: 2520-8322
Series E-ISSN: 2520-8330
Edition Number: 1
Number of Pages: XIII, 443
Number of Illustrations: 130 b/w illustrations, 9 illustrations in colour
Topics: Mathematics Education, Learning & Instruction, Teaching and Teacher Education