Contributeurs:
État de publication: Publiée (2017 )
Nom de la revue: Educational Studies in Mathematics
Volume: 94
Numéro: 1
Intervalle de pages: 97-116
URL: https://link.springer.com/article/10.1007/s10649-016-9717-4
Résumé: Part of the research community that has followed the Early Algebra paradigm is currently delimiting the differences between arithmetic thinking and algebraic thinking. This trend could prevent new research approaches to the problem of learning algebra, hiding the importance of considering an arithmetico–algebraic thinking, a new approach which underpins the construction of a cognitive structure that links both types of thinking. This paper proposes a theoretical and practical framework for a learning approach that supports the construction of a cognitive structure which fosters arithmetico-algebraic thinking at the beginning of secondary school by means of cultural and technological activities relating to polygonal numbers.
Mots clé(s):
Dimension(s):
Théorie de l'activité:
Appartenance: