[Maths-Education] Spatial approaches to algebra
Anne Watson
anne.watson@educational-studies.oxford.ac.uk
Wed, 2 May 2001 02:42:58 +0100
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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>
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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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<div><font face="Palatino" size="+3" color="#000000"><b>Centre for
Mathematics Education Research</b></font><font face="Times New Roman"
size="+3" color="#000000"><b> Occasional Papers</b></font></div>
<div><font face="Times New Roman" size="+3"
color="#000000"><b><br></b></font></div>
<div><font face="Times" size="+1" color="#000000"><b>Occasional Paper
Number 2</b> is<b> Transition from Arithmetic to algebra using
two-dimensional representations: a school based research study</b>
by<b> Jacqueline Fairchild</b> of King Alfred's Community College,
Wantage, Oxfordshire</font></div>
<div><font face="Times" size="+1" color="#000000"><br></font></div>
<div><font face="Times" size="+1" color="#000000">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.</font></div>
<div><font face="Times" size="+1" color="#000000"><br></font></div>
<div><font face="Times" size="+1" color="#000000"><b>Occasional Paper
Number 1</b> is<b> Discussion in the Mathematics Classroom:
developing a teacher's awareness of the issues and
characteristics</b> by Clare S. Lee is also still
available.</font></div>
<div><font face="Times" size="+1" color="#000000"><br></font></div>
<div><font face="Times" size="+1" color="#000000">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.</font></div>
<div><font face="Times" size="+1" color="#000000"><br>
<br>
<b>Editors<br>
</b>Dr Anne Watson and Dr Barbara Jaworski, University of
Oxford<b><br>
<br>
Enquiries, orders and proposals for further papers should be sent
to</b></font><font face="Palatino" size="+1" color="#000000"> 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></font></div>
<div>-- <br>
*****************************************<span
></span>**********<br>
<br>
Dr. Anne Watson<br>
Tutor for Higher Degrees, <br>
University Lecturer in Educational Studies (Mathematics)<br>
University of Oxford<br>
Department of Educational Studies<br>
15 Norham Gardens<br>
Oxford<br>
OX2 6PY<br>
United Kingdom<br>
<br>
Tel: 44 01865 274052<br>
Fax: 44 01865 274027<br>
<br>
Email: anne.watson@edstud.ox.ac.uk<br>
<br>
*****************************************<span
></span>**********</div>
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