use of different representations in teaching algebra, 9 th grade (14-15 years old)

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dc.contributor.authorÁrokszállási, Eszter
dc.date.accessioned2024-09-04T09:46:59Z
dc.date.available2024-09-04T09:46:59Z
dc.date.issued2014-06-01
dc.description.abstractLearning Algebra causes many difficulties for students. For most of them Algebra means rote memorizing and applying several rules without understanding them which is a great danger in teaching Algebra. Using only symbolic representations and neglecting the enactive and iconic ones is a great danger in teaching Algebra, too. The latter two have a primary importance for average students. In our study, we report about an action research carried out in a grade 9 class in a secondary school in Hungary.The results show that the use of enactive and iconic representations in algebra teaching develops the students' applicable knowledge, their problem solving knowledge and their problem solving ability.en
dc.formatapplication/pdf
dc.identifier.citationTeaching Mathematics and Computer Science, Vol. 12 No. 1 (2014) , 29-42
dc.identifier.doihttps://doi.org/10.5485/TMCS.2014.0350
dc.identifier.eissn2676-8364
dc.identifier.issn1589-7389
dc.identifier.issue1
dc.identifier.jatitleTeach. Math. Comp. Sci.
dc.identifier.jtitleTeaching Mathematics and Computer Science
dc.identifier.urihttps://hdl.handle.net/2437/379755
dc.identifier.volume12
dc.languageen
dc.relationhttps://ojs.lib.unideb.hu/tmcs/article/view/14945
dc.rights.accessOpen Access
dc.rights.ownerEszter Árokszállási
dc.subjectBinomial formulasen
dc.subjectalgebra teachingen
dc.subjectrepresentationsen
dc.subjectproblem solvingen
dc.titleuse of different representations in teaching algebra, 9 th grade (14-15 years old)en
dc.typefolyóiratcikkhu
dc.typearticleen
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Teaching Mathematics and Computer Science (DE-journals)