Enhanced conceptualization of learning algebra through scientific-oriented teaching
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| Title: | Enhanced conceptualization of learning algebra through scientific-oriented teaching |
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| Authors: | Karlsson, Natalia, Kilborn, Wiggo |
| Source: | Education Applications & Developments X Advances in Education and Educational Trends Series. :54-64 |
| Subject Terms: | inverse operations, teaching and learning algebra, conceptual understanding, operations with negative and rational numbers, conceptual meaning and algebraic rules, Other research area, Annat forskningsområde, Utbildningsvetenskapliga studier, Studies in the Educational Sciences |
| Description: | The purpose of this project is to analyze how the scientific concept of inverse operations can be used as a “bottom-up” approach for teaching mathematical operations with whole and rational numbers. The primary aim of the study is to provide support for teachers in the teaching of scientific mathematical concepts to students of algebra. The theoretical approaches applied in this project are the theories of mathematical structures, especially the theory of inverse semigroups (Abelian groups), and relational thinking, in a comparison with instrumental thinking. The methodological approach uses Vygotsky’s doctrine of scientific concepts. The presentation of the analytical findings expands on previous research on additive and multiplicative inverses in teaching and conceptual learning of algebra. The findings illustrate how connections to mathematical structures and scientific concepts, such as the concept of inverse, lead to an understanding of algebraic operation rules for whole and rational numbers. |
| File Description: | |
| Access URL: | https://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-57250 https://doi.org/10.36315/2025eadX05 |
| Database: | SwePub |
Nájsť tento článok vo Web of Science | Abstract: | The purpose of this project is to analyze how the scientific concept of inverse operations can be used as a “bottom-up” approach for teaching mathematical operations with whole and rational numbers. The primary aim of the study is to provide support for teachers in the teaching of scientific mathematical concepts to students of algebra. The theoretical approaches applied in this project are the theories of mathematical structures, especially the theory of inverse semigroups (Abelian groups), and relational thinking, in a comparison with instrumental thinking. The methodological approach uses Vygotsky’s doctrine of scientific concepts. The presentation of the analytical findings expands on previous research on additive and multiplicative inverses in teaching and conceptual learning of algebra. The findings illustrate how connections to mathematical structures and scientific concepts, such as the concept of inverse, lead to an understanding of algebraic operation rules for whole and rational numbers. |
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| ISSN: | 21832978 21840210 |
| DOI: | 10.36315/2025eadX05 |