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Crossing the Bridge: From a Constructionist Learning Environment to Formal Algebra

Geraniou, E; Mavrikis, M; (2015) Crossing the Bridge: From a Constructionist Learning Environment to Formal Algebra. In: Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education. (pp. pp. 2494-2500). Charles University in Prague, Faculty of Education and ERME: Prague, Czech Republic. Green open access

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Abstract

In the digital era, it is crucial to explore how digital technologies can be successfully integrated in the mathematics classroom and what their potential impact on learning is. This paper presents some reflections based on data gathered as part of the MiGen project (www.migen.org ) from studies aimed to investigate ways to support the transition to formal Algebra, through the use of a constructionist learning environment and carefully designed ‘bridging’ activities that consolidate, support and sustain students’ algebraic ways of thinking. Our claim is that explicit links need to be made to Algebra through those specially designed activities so that such a digital tool can support students’ learning of formal Algebra in order to be successfully integrated in the mathematics classroom.

Type: Proceedings paper
Title: Crossing the Bridge: From a Constructionist Learning Environment to Formal Algebra
Event: CERME 9 - Ninth Congress of the European Society for Research in Mathematics Education
Location: Prague
Dates: 04 February 2015 - 08 February 2015
ISBN-13: 978-80-7290-844-8
Open access status: An open access version is available from UCL Discovery
Publisher version: https://hal.archives-ouvertes.fr/CERME9-TWG16/hal-...
Language: English
Additional information: This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions.
Keywords: Generalisation, Microworlds, Transition, Algebra.
UCL classification: UCL
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Culture, Communication and Media
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment
URI: https://discovery.ucl.ac.uk/id/eprint/1475781
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