Algebra provides the knowledge and skills that allows one to analyse and describe patterns. Generalisation involves the study of relationships that exist between various variables and quantities. One concept that Steinberg, Sleeman and Ktorza (1990) define as crucial to understanding algebra is equality.
Algebra provides the knowledge and skills that allows one to analyse and describe patterns. Generalisation involves the study of relationships that exist between various variables and quantities. One concept that Steinberg, Sleeman and Ktorza (1990) define as crucial to understanding algebra is equality.
Algebra provides the knowledge and skills that allows one to analyse and describe patterns. Generalisation involves the study of relationships that exist between various variables and quantities. One concept that Steinberg, Sleeman and Ktorza (1990) define as crucial to understanding algebra is equality.
Wilkie and Clarke (2015) describe algebra as providing the knowledge and skills that allows one to analyse and describe patterns. According to Wilkie (2014) generalisation involves the study of relationships that exist between various variables and quantities. Brown (2008) further extends on the definition, explaining how generalisation can be considered as the ability to identify the general from the particular. Warren and Cooper (2007) argue that generalisation is a key aspect of learning and exploring algebra, as it allows you to not only determine the relationship between two or more variables, but also provides you with the knowledge to express this relationship mathematically. One concept that Steinberg, Sleeman and Ktorza (1990) define as crucial to understanding algebra is equality. Likewise, Brown (2008) explains that through the develop of students understanding of equality, they are able to better understand and identify equivalence in various responses to a problem. This is similar to Warren, Mollinson and Oestrich (2009) who explain how an understanding of equivalence equips students with the skills to determine if two expressions are equivalent. Lannin (2005) described patterns as powerful instruments for developing understanding relations between variables, and the mathematical functions that they represent. Similarly, Wilkie and Clarke (2015) explained how exploring and creating patterns provides students with the opportunity to develop language that enables them to describe patterns, which can then be extended on to using symbolic representations. Wilkie and Clarke (2015) also describe how patterns are crucial in students development of functional thinking, and their ability to analyse and describe variables.
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Key strategies, skills, ways of thinking and
working mathematically that are appropriate to algebra. 1
Algebraic thinking has been described by Booker and
Windsor (2010) as encompassing all dimensions of mathematics, as it is essential for conceptual understanding, fluency and reasoning. Booker and Windsor (2010) explain that through the development of students algebraic thinking, students are able to engage more meaningfully with mathematics, as students are able to move beyond the procedures often associated with algebra. However, Warren et al. (2009) believe that a deep understanding of algebra is a result of the combination of both algebraic and arithmetic thinking. Warren et al. (2009) explain how the combination of arithmetic and algebraic thinking work together to enhance students ability engage in algebra.
1 Another type of thinking that Wilkie (2014) regards as essential is
functional thinking, as she explains how functional thinking relates to the notion of change, and noticing the relationship that exists between the various quantities. Research conducted by Brown (2008) found that further skills that enhance students ability to understand the relationships between variables, were reversibility, generalisation and flexibility. Brown (2008) explains how these skills allow students to engage in investigations and problem solving, as they provide them with the ability to perceive different ways of solving a problem, as well as different ways of approaching a problem. In contrast to this, Lannin (2005) described justification as a crucial component of algebra and comprehending generalisation. Lannin (2005) explains how through justification, students are able to make links between algebraic rules and generalisations. 2 Visualisation is a skill that Wilkie and Clarke (2015) believe is essential when learning and engaging with algebra. Wilkie and Clarke (2015) explain how the ability to visualise allows students to generalise explicitly, as it not only allows students to organise the information given but is also an important factor for the development of a solution. 2 Word count: 245
Key teaching strategies that a teacher is encouraged
to enact when teaching algebra. One strategy that has been supported by research of Rivera and Becker (2005) is the idea of encouraging your students to use multiple representations when solving problems. Wilkie and Clarke (2015) further supports this, explaining how solving problems in a variety of ways is a crucial part in preparing students to think algebraically as it provides opportunities for them to generalise and verbalise their solutions. Book and Windsor (2015) believe that teachers should present algebra using a problem solving approach, as it not only provides students with the opportunity to develop key ideas and understandings, but also teachers with the opportunity to tailor the tasks to suit the different objective and needs of the students. Similarly, Day (2015) explains how an investigation style allow students to actually see purpose in algebra, making their learning not only more accessible but also more meaningful. Booker and Windsor (2010) believe that the teaching of algebra should involve range of problems that are similar, as opposed to a series of questions that are unrelated. Brown (2008) also explained how this approach assists students to develop flexibility when approaching algebraic problems. Day (2015) suggests that teachers put emphasis on the explanation and justification of answers, rather than the outcome of finding answers. Day (2015) believe that by employing this focus teachers are promoting the development of algebraic reasoning. Warren et al. (2009) also found that focusing on the process of solving mathematical problems helps students to develop algebraic thinking. Day (2015) also advocates student collaboration when engaging with algebra, as he believes that through communicating and collaborating students are given the opportunity to clarify ideas and extend on their knowledge and skills. In contrast, Brown (2008) believes that is it crucial that students are given the opportunity to think individually, and after this engage with fellow peers.
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Common misconceptions in algebra that
teachers should be aware of. 1 A misconception that Falkner, Levi and Carpenter (1999) have identified through their research is students perception of the equality, and in particular the equal sign. Knuth, Stephen, McNeil and Alabali (2006) believe that students can often develop an operational view in which they perceive that the function of the equals sign is to present the answer. Falkner et al. (1999) explains how in order to address this misconception, teachers must provides students with experiences that allow them to develop an understanding that the equals sign represents a relationship between different values. 2 Another misconception that Cangelosi, Madrid, Cooper, Olsen and Hartter (2013) identify was the role of negative signs within algebraic expressions. Cangelosi et al. (2013) found that students often presented a limited understanding of the negative sign, as they found that often students fail to perceive the sign as part of the term, and instead viewed it as a sign of subtraction. Similarly Hewitt (2012) found that due to misconceptions related to the role of terms within algebraic expressions, students face difficulty treating expressions as objects and instead believe the goal is to collapse these expressions to a single answer. 2 Hewitt (2012) also expressed difficulties that students experience when interpreting and expressing variables, and the use of letters to do so. Hewitt (2012) found that often students develop the misconception that any meaning can be given to the letters, which leads an inability to effectively generalise. Word count: 198