Rupture or continuity: The arithmetico-algebraic thinking as an alternative in a modelling process in a paper and pencil and technology environment

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• 作者：Fernando Hitt ; Mireille Saboya ; Carlos Cortés Zavala
• 关键词：Early Algebra ; Arithmetico ; algebraic thinking ; Institutional representation ; Spontaneous representation ; Technology
• 刊名：Educational Studies in Mathematics
• 出版年：2017
• 出版时间：January 2017
• 年：2017
• 卷：94
• 期：1
• 页码：97-116
• 全文大小：
• 刊物类别：Humanities, Social Sciences and Law
• 刊物主题：Mathematics Education; Mathematics, general;
• 出版者：Springer Netherlands
• ISSN：1573-0816
• 卷排序：94

文摘

Part of the research community that has followed the Early Algebra paradigm is currently delimiting the differences between arithmetic thinking and algebraic thinking. This trend could prevent new research approaches to the problem of learning algebra, hiding the importance of considering an arithmetico–algebraic thinking, a new approach which underpins the construction of a cognitive structure that links both types of thinking. This paper proposes a theoretical and practical framework for a learning approach that supports the construction of a cognitive structure which fosters arithmetico-algebraic thinking at the beginning of secondary school by means of cultural and technological activities relating to polygonal numbers.