Capitalising on Inherent Ambiguities in Symbolic Expressions of Generality

Autor/in	Samson, Duncan
Titel	Capitalising on Inherent Ambiguities in Symbolic Expressions of Generality
Quelle	In: Australian Mathematics Teacher, 67 (2011) 1, S.28-32 (5 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0045-0685
Schlagwörter	Figurative Language; Algebra; Mathematical Formulas; Mathematics Education; Mathematics Teachers; Mathematics Instruction; Mathematics Activities + Suchen Sie Ihr Suchwort? Mathematische Formel; Mathematische Bildung; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht
Abstract	The exploration of number patterns as a pedagogical approach to introducing algebra has been advocated by many mathematics educators. French (2002) comments that the introduction of algebra through what is potentially a wide range of pattern generalisation activities may be effective in assisting pupils to see algebra as both meaningful and purposeful right from the earliest stages. Generalisation is after all one of the core components of mathematical activity. In addition, from a pedagogic point of view, pattern generalisation activities are a meaningful way of arriving at and exploring algebraically equivalent expressions of generality. The purpose of this article is briefly to explore the generalisation of patterns set in pictorial contexts, with specific focus on the ambiguity inherent in the algebraic expressions as they relate to the pictorial pattern. (Contains 4 figures.) (ERIC).
Anmerkungen	Australian Association of Mathematics Teachers (AAMT). GPO Box 1729, Adelaide 5001, South Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: office@aamt.edu.au; Web site: http://www.aamt.edu.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10