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13 - Deeper Learning Mathematics

The case of algebraic questions

from Part II - Deeper Learning Episodes: First Steps towards Transforming Classrooms

Published online by Cambridge University Press:  04 February 2023

By
Susanne Prediger  and
Anna-Katharina Roos
Edited by
Do Coyle ,
Oliver Meyer  and
Susanne Staschen-Dielmann
Do Coyle
Affiliation:
University of Edinburgh
Oliver Meyer
Affiliation:
Johannes Gutenberg Universität Mainz, Germany
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Summary

The mathematics chapter by Susanne Prediger and Anna-Katharina Roos offers profound insights into the nature of mathematical literacy. It documents a precise account of the way the knowledge and activity domains of doing, organising, explaining and arguing translate into algebraic activities and procedures. Using the example of transformation and transformation rules, they argue that algebraic rules that are not underpinned with meaning will become arbitrary and lead to typical student errors. They make the case for algebraic reasoning as a way of developing conceptual understanding and promoting deeper learning in the maths classroom. Based on their empirical classroom research, the authors propose three principles to inform the design of deeper learning episodes in mathematics: connecting multiple representations and languages, engaging learners in rich discourse practice and employing macro-level scaffolding that integrates mathematics and language learning.

Keywords

deeper learning in mathematicsmathematical literacymeaning-making in mathematicsmultiple representationsrich discourse practices, equation transformationalgebrabar model
Type
Chapter
Information
A Deeper Learning Companion for CLIL
Putting Pluriliteracies into Practice
 , pp. 262 - 287
Publisher: Cambridge University Press
Print publication year: 2023

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References

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