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Designed Examples as Mediating Tools: Introductory Algebra in Two Norwegian Grade 8 Classrooms

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Abstract

A critical element in the introduction of algebra is to focus student attention on the basic ideas of algebraic reasoning including the use of concepts such as variable and algebraic expression. In the Norwegian classrooms, representing a student-centered instructional philosophy, the teachers utilized examples and problems that they themselves had designed, and the examples involved resources such as concrete objects and body movements in order to make algebra accessible to students. When designing these examples, teachers thus used their own previous experiences of teaching algebra in an attempt to articulate the passage from arithmetic to algebra.

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© Springer Nature Switzerland AG 2019

Authors and Affiliations

  1. 1.Department of Mathematical SciencesUniversity of AgderKristiansandNorway

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