Algebraic Thinking: Implications for Rethinking Pedagogy and Professional Development.

Autor/inn/en	Arens, Sheila A.; Meyer, Rhonda D.
Institution	Mid-Continent Research for Education and Learning, Aurora, CO.
Titel	Algebraic Thinking: Implications for Rethinking Pedagogy and Professional Development.
Quelle	(2000), (37 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Algebra; Elementary Secondary Education; Mathematics Curriculum; Mathematics Instruction; Professional Development; Teaching Methods; Thinking Skills + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Denkfähigkeit
Abstract	The recent call for "algebra for all" provided not only the impetus for teaching elementary students differently, but also for changing the way teachers are trained. University mathematics courses for pre-service teachers have undergone changes, and professional development sessions for in-service teachers have been created. The Mid-continent Research for Education and Learning (McREL) has responded to the need to reconceptualize algebra for in-service teachers by initiating a professional development series aimed at training teachers, instructional coordinators, and other school personnel at the elementary school level in algebraic thinking. This report describes the Algebraic Thinking series at McREL and its evaluations. The results of two phases and follow-ups of the implications of the series are discussed. The report also discusses political and policy contexts, related curricula, and professional development, while drawing conclusions. (ASK)
Anmerkungen	Mid-continent Research for Education and Learning, 2550 S. Parker Road, Suite 500, Aurora, CO 80014-1678. Tel: 303-337-0990; Fax: 303-337-3005; e-mail: info@mcrel.org; Web site: http://www.mcrel.org.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01