[Maths-Education] Spatial approaches to algebra

[welbeck]

I am interested in the occassional paper no 1. Kindly sed me a copy
-----Original Message-----
From: Steven M Rhine <srhine@willamette.edu>
To: maths-education@nottingham.ac.uk <maths-education@nottingham.ac.uk>
Date: Wednesday, May 02, 2001 9:19 PM
Subject: Re: [Maths-Education] Spatial approaches to algebra


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>I am very interested in receiving the second paper on the transition from
>arithmetic to algebra.
>Thank you.
>
>Steve Rhine, Ed. D.
>Willamette University
>School of Education
>900 State St.
>Salem, OR  97301
>(503) 375-5348 wk
>(503) 375-5478 fax
>
>On Wed, 2 May 2001, Anne Watson wrote:
>
>> 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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