# From Arithmetic to Algebra

A Sequence of Theory-Based Tasks

Chapter

## Abstract

The chapter deals with language in the mathematics classrooms, especially with mathematics remedial classrooms. It presents an unusual example of integrating two independent theories, the Sfard (1991) theory of reification and Shepard (1993)/Shuell (1990) integrated theory of cognitive development and writing categories. In the first cycle it’s the TR Design Type A, from Practice; it uses problem types designed through practice and supports itself by a standard yet simple statistical analysis.

## Keywords

Conceptual Knowledge Mathematics Classroom Final Exam Procedural Knowledge Instructional Sequence
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## References

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