Description 
1 online resource 
Series 
History of mathematics education 

History of mathematics education.

Contents 
Identifying a Problem with School Algebra  Historical Reflections on How Algebra Became a Vital Component of Middle and SecondarySchool Curricula  Framing a Classroom Intervention Study in a MiddleSchool Algebra Environment  Document Analysis: The Intended CCSSM Elementary and MiddleSchool Algebra Curriculum  Review of Pertinent Literature  Research Design and Methodology  Quantitative Analyses of Data  Qualitative Analyses of Data  Answers to Research Questions, and Discussion  Postscript: Framing Research Aimed at Improving School Algebra 
Summary 
In this wellillustrated book the authors, Sinan Kanbir, Ken Clements, and Nerida Ellerton, tackle a persistent, and universal, problem in school mathematicswhy do so many middleschool and secondaryschool students find it difficult to learn algebra well? What makes the book important are the unique features which comprise the designresearch approach that the authors adopted in seeking a solution to the problem. The first unique feature is that the authors offer an overview of the history of school algebra. Despite the fact that algebra has been an important component of secondaryschool mathematics for more than three centuries, there has never been a comprehensive historical analysis of factors influencing the teaching and learning of that component. The authors identify, through historical analysis, six purposes of school algebra: (a) algebra as a body of knowledge essential to higher mathematical and scientific studies, (b) algebra as generalized arithmetic, (c) algebra as a prerequisite for entry to higher studies, (d) algebra as offering a language and set of procedures for modeling reallife problems, (e) algebra as an aid to describing structural properties in elementary mathematics, and (f) algebra as a study of variables. They also raise the question whether school algebra represents a unidimensional trait. Kanbir, Clements and Ellerton offer an unusual hybrid theoretical framework for their intervention study (by which seventhgrade students signifi cantly improved their elementary algebra knowledge and skills). Their theoretical frame combined Charles Sanders Peirce's triadic signifierinterpretantsignified theory, which is in the realm of semiotics, with Johann Friedrich Herbart's theory of apperception, and Ken Clements' and Gina Del Campo's theory relating to the need to expand modes of communications in mathematics classrooms so that students engage in receptive and expressive modes. Practicing classroom teachers formed part of the research team. This book appears in Springer's series on the "History of Mathematics Education." Not only does it include an important analysis of the history of school algebra, but it also adopts a theoretical frame which relies more on "theories from the past," than on contemporary theories in the field of mathematics education 
Bibliography 
Includes bibliographical references and index 
Notes 
Online resource; title from PDF title page (EBSCO, viewed November 3, 2017) 
Subject 
Algebra  Study and teaching (Middle school)

Form 
Electronic book

Author 
Clements, M. A. (McKenzie Alexander), 1942 author


Ellerton, Nerida F. (Nerida Fay), 1942 author


Kelly, Anthony E., author of foreword

ISBN 
3319592041 (electronic bk.) 

9783319592046 (electronic bk.) 
