[Maths-Education] Spatial approaches to algebra

[Tanner H.F.]

Hi Ann,
Please can I have a copy of occasional paper number one?
 

Dr Howard Tanner
University of Wales Swansea
Department of Education
Hendrefoelan
Swansea
SA2 7NB

e-mail:  h.f.tanner@swan.ac.uk
Fax: 01792 298499
Tel:  01792 518642

"Education relieves you of the burden of having to believe everything you
are told." --Robert Leamnson

Why not visit my web page on
http://www.swan.ac.uk/education/staff/hftanner/index.html
<http://www.swan.ac.uk/education/staff/hftanner/index.html>  

Or look at my recent books at:
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-7449646-0205428
<http://www.amazon.co.uk/exec/obidos/ASIN/0415230691/qid=982957393/sr=1-2/20
2-7449646-0205428> 
or
http://www.amazon.co.uk/exec/obidos/ASIN/041523512X/qid=983294824/sr=1-4/202
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<http://www.amazon.co.uk/exec/obidos/ASIN/041523512X/qid=983294824/sr=1-4/20
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-----Original Message-----
From: Anne Watson [mailto:anne.watson@educational-studies.oxford.ac.uk]
Sent: 02 May 2001 02:43
To: maths-education@nottingham.ac.uk
Subject: [Maths-Education] Spatial approaches to algebra


Centre for Mathematics Education Research Occasional Papers


Occasional Paper Number 2 is Transition from Arithmetic to algebra using
two-dimensional representations: a school based research study by Jacqueline
Fairchild of King Alfred's Community College, Wantage, Oxfordshire


This paper reports on a school-based study to aid the transition from
arithmetic to algebra using two-dimensional representations, facilitating
students' understanding of the structure of, and ability to solve, linear
equations by operating on (transforming) both sides of the equation.  It is
firmly supported by reference to a wide-range of literature.  The author
tested her approach in parallel classes on a split-side school and results
show a significant difference in achievement.


Occasional Paper Number 1 is Discussion in the Mathematics Classroom:
developing a teacher's awareness of the issues and characteristics by Clare
S. Lee  is also still available.


Clare Lee's paper reports her TTA-funded project in detail, showing how the
quality of pupil-pupil classroom discussion in mathematics can vary with the
style of the lesson, even with the same teacher and the same class.   She
analyses the reasons for this and categorises the pupils' discussion to see
what kinds of interaction promote good thinking and learning.   The paper
would be of interest to teachers who are researching in their own
classrooms, as well as anyone who is interested in increasing the quality
and power of pupils' discussion.


Editors
Dr Anne Watson and Dr Barbara Jaworski, University of Oxford

Enquiries, orders and proposals for further papers should be sent to Dr Anne
Watson, Centre for Mathematics Education Research, Department of Educational
Studies, University of Oxford, 15, Norham Gardens, Oxford, OX2 6PY or
<anne.watson@edstud.ox.ac.uk>
-- 
***************************************************

Dr. Anne Watson
Tutor for Higher Degrees, 
University Lecturer in Educational Studies (Mathematics)
University of Oxford
Department of Educational Studies
15 Norham Gardens
Oxford
OX2 6PY
United Kingdom

Tel:  44 01865 274052
Fax:  44 01865 274027

Email:  anne.watson@edstud.ox.ac.uk

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