Thematic Working Group 6
Algebraic Thinking
| Abraham Arcavi, Luciana Bazzini, Catherine Sackur
and Pessia Tsamir Algebraic thinking (Introduction) |
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| Janet Ainley, Liz Bills and Kirsty Wilson Designing tasks for purposeful algebra |
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| Giorgio T. Bagni Functions, processes, properties, objects: a case study |
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| Caroline Bardini The construction of meaning of algebraic symbolism at different school levels. An epistemological and didactical approach |
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| Luciana Bazzini and Pessia Tsamir Connections between theory and research findings: the case of inequalities |
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| Pilar Bolea, Marianna Bosch and Josep Gascón Why is modelling not included in the teaching of algebra at secondary school? |
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| Sonia P. Coelho, Silvia D. A. Machado, M. Cristina
S. A. Maranhão What algebra should be taught in teachers' courses? |
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| Jean-Philippe Drouhard and Mabel Panizza What do the students need to know, in order to be able to actually do algebra? The three orders of knowledge |
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| Paolo Guidoni Explaining vs. understanding dynamics: The case of elementary algebraic thinking |
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| Maureen Hoch Structure sense |
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| Teresia Jakobsson-Åhl Analyzing algebraic thinking in written solutions |
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| Jarmila Novotná, Sara Hershkovitz and Pearla
Nesher Cognitive factors affecting problem solving at the pre-algebraic level |
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| Constanta Olteanu, Barbro Grevholm and Torgny Ottosson Algebra in upper secondary school: a study of teaches teaching and student learning |
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| Catherine Sackur, Maryse Maurel and Teresa Assude Are my students actually doing mathematics? |
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| Ilya Sinitsky Pre-algebra combinatorial problems and algorithms in primary school mathematics |
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| Anna S. Steinweg `...the partner of 4 is plus 10 of this partner' - Young children make sense of tasks on functional relations |
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| Michal Tabach and Alex Friedlander The role of context in learning beginning algebra |
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| Jukka Törnroos Finns and algebra in TIMSS 1999 |
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Introduction to Thematic Group 6