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- W1565029482 abstract "Introducing algebra in high school is a teaching challenge, where appropriate explanations and representations are essential. This study examines teachers’ reactions to a page of explanation about the distributive law from a textbook, and investigates their pedagogical content knowledge about the teaching of algebra. Teachers were aware that students have difficulties with algebra, but the study shows that some of their strategies for teaching it are mathematically unsound. In particular, “fruit salad” approaches are still prevalent. The topic of algebra is notorious among teachers for being difficult to teach. The level of abstraction, the ideas of generality, and the use of a new symbolism all contribute to the challenge teachers experience helping students make the step from the concrete number world to the abstract world of real number properties, algebraic expressions, pronumerals, and variables. The models and explanations that teachers use reflect their understanding of how children learn, what concepts are critical to illuminate, and what foundations such a model is likely to build. These concerns lie in the domain of pedagogical content knowledge (Shulman, 1986); as we shall see, this is complex for the topic of algebra. Background" @default.
- W1565029482 created "2016-06-24" @default.
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- W1565029482 date "2009-01-01" @default.
- W1565029482 modified "2023-09-26" @default.
- W1565029482 title "Teaching the Distributive Law: Is Fruit Salad Still on the Menu?" @default.
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