Algebra Structure Sense Development amongst Diverse Learners: Theoretical and Empirical Insights to Support In-Person and Remote Learning [Paperback]

This volume emphasizes the role of effective curriculum design, teaching materials, and pedagogy to foster algebra structure sense at different educational levels.

Teresa Rojano is Professor in the Department of Mathematics Education, Center of Research and Advanced Studies (Cinvestav) of the National Polytechnic Institute, Mexico.

This volume emphasizes the role of effective curriculum design, teaching materials, and pedagogy to foster algebra structure sense at different educational levels.

Positing algebra structure sense as fundamental to developing students broader mathematical maturity and advanced thinking, this text reviews conceptual, historical, cognitive, and semiotic factors, which influence the acquisition of algebra structure sense. It provides empirical evidence to demonstrate the feasibility of linking algebra structure sense to technological tools and promoting it amongst diverse learners. Didactic approaches include the use of adaptive digital environments, gamification, diagnostic and monitoring tools, as well as exercises and algebraic sequences of varied complexity.

Advocating for a focus on both intuitive and formal knowledge, this volume will be of interest to students, scholars, and researchers with an interest in educational research, as well as mathematics education and numeracy.

List of Contributors. Foreword 1. Algebra Structure Sense: Conceptual Approaches and Elements for Its Development 2. Ideas of Structure in the History of Algebra and Its Teaching 3. Structure Sense at Early Ages: The Case of Equivalence of Numerical Expressions and Equalities 4. Developing Structure Sense with Digital Technologies: Introducing the MEx Platform 5. Transformational Algebra, Structure Sense, and Notes on a Semiotic Interpretation 6. Students Justification Strategies on the Correctnessl3,