Improving awareness about the meaning of the principle of mathematical induction

This work is based on our conviction that it is possible to minimize difficulties students face in learning the principle of mathematical induction by means of clarifying its logical aspects. Based on previous research and theory, we designed a method of fostering studentsÕ understanding of the principle. We present results that support the effectiveness of our method with teachers in training who are not specializing in mathematics

Improving awareness about the meaning of the principle of mathematical induction

This work is based on our conviction that it is possible to minimize difficulties students face in learning the principle of mathematical induction by means of clarifying its logical aspects. Based on previous research and theory, we designed a method of fostering students’ understanding of the principle. We present results that support the effectiveness of our method with teachers in training who are not specializing in mathematics. Fomentar la conciencia sobre el significado del principio de inducción matemática Este trabajo está basado en nuestra convicción de que es posible minimizar las dificultades de los alumnos cuando se enfrentan al aprendizaje del principio de inducción matemática mediante la clarificación de sus aspectos lógicos. Basándonos en la investigación y teoría previas, diseñamos un método para fomentar la comprensión del principio por los alumnos. Presentamos resultados que respaldan la efectividad de nuestro método con profesores en formación no especializados en matemáticas.Handle: http://hdl.handle.net/10481/350

Which algebraic learning can a teacher promote when her teaching does not focus on interpretative processes ?

International audienceIn this paper, we will focus on the effects of teachers’ lack of the algebraic knowledge and sensitiveness that are necessary to effectively control the plurality of levels of interpretation involved within activities aimed at making students aware of the meanings associated to their use of algebraic language. Our analysis of class discussions conducted by a group of middle-school teachers involved in university training courses enabled us to highlight profound gaps, between modeling and interpretation, that prevent them from becoming aware of what it is important to stress when facing this kind of activities with students

Improving Awareness about the Meaning of the Principle of Mathematical Induction

Este trabajo está basado en nuestra convicción de que es posible minimizar las dificultades de los alumnos cuando se enfrentan al aprendizaje del principio de inducción matemática mediante la clarificación de sus aspectos lógicos. Basándonos en la investigación y teoría previas, diseñamos un método para fomentar la comprensión del principio por los alumnos. Presentamos resultados que respaldan la efectividad de nuestro método con profesores en formación no especializados en matemáticas

Improving Awareness about the Meaning of the Principle of Mathematical Induction (Fomentar la Conciencia sobre el Significado del Principio de Inducción Matemática)

This work is based on our conviction that it is possible to minimize difficulties students face in learning the principle of mathematical induction by means of clarifying its logical aspects. Based on previous research and theory, we designed a method of fostering students’ understanding of the principle. We present results that support the effectiveness of our method with teachers in training who are not specializing in mathematics. Este trabajo está basado en nuestra convicción de que es posible minimizar las dificultades de los alumnos cuando se enfrentan al aprendizaje del principio de inducción matemática mediante la clarificación de sus aspectos lógicos. Basándonos en la investigación y teoría previas, diseñamos un método para fomentar la comprensión del principio por los alumnos. Presentamos resultados que respaldan la efectividad de nuestro método con profesores en formación no especializados en matemáticas

Educational processes in early algebra to promote a linguistic approach: behavior and emerging awareness in teachers

In this paper, we trace the changes in perspective that occurred in algebra teaching, sketching recent trends and discussing the increasingly complex role played by the teacher. We introduce our project (ArAl) both as a corpus of studies for a linguistic and socio-constructivist approach to early algebra and as an integrated system of teacher education. We present the methodology adopted in the project and introduce the multi-commented transcripts (MT) of class discussions, seen as a useful tool to promote teachers’ ability to orchestrate early algebra discussions and to critically observe their own actions in the classroom. We provide an MT excerpt and analyze the related comments, highlighting behavior and awareness emerging in the teacher. We conclude with some remarks about the value of our methodology and the conditions that determine its efficacy

EDUCATIONAL PROCESSES IN EARLY ALGEBRA TO PROMOTE A LINGUISTIC APPROACH TO IT: BEHAVIOURS, AND AWARENESS EMERGED IN TEACHERS

In this paper we trace the changes of perspective occurred in algebra teaching, sketching the recent trends and discussing the increasingly more complex role played by the teacher. We introduce our Project (ArAl) both as corpus of studies for a linguistic and socio-constructive approach to early algebra and as an integrated system of teachers’ education. We present the project methodology and introduce the multi-commented classroom transcripts (MT), seen as a useful tool to promote teachers’ ability to orchestrate early algebra discussions and to critically observe their own actions in the classroom. We report an MT excerpt and we analyse the related comments highlighting behaviours and awareness emerged in the teacher. We conclude with some remarks about the value of our methodology and about the conditions which determine its efficacy

Fomentar la conciencia sobre el significado del principio de inducción matemática

This work is based on our conviction that it is possible to minimize difficulties students face in learning the principle of mathematical induction by means of clarifying its logical aspects. Based on previous research and theory, we designed a method of fostering students’ understanding of the principle. We present results that support the effectiveness of our method with teachers in training who are not specializing in mathematicsEste trabajo está basado en nuestra convicción de que es posible minimizar las dificultades de los alumnos cuando se enfrentan al aprendizaje del principio de inducción matemática mediante la clarificación de sus aspectos lógicos. Basándonos en la investigación y teoría previas, diseñamos un método para fomentar la comprensión del principio por los alumnos. Presentamos resultados que respaldan la efectividad de nuestro método con profesores en formación no especializados en matemáticas

A theoretical construct to analyze the teacher's role during introductory activities to algebraic modelling

In this work we will introduce a theoretical construct that we have elaborated as a tool for the analysis and the interpretation of the teachers’ actions during class activities which are aimed at fostering an aware learning of the use of algebraic language as a thinking tool. Through the analysis of an excerpt of a class discussion concerning introductory activities to algebraic modelling, we will show how this construct could provide “transparent” indicators to highlight the effectiveness of the teachers’ actions during class interaction