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Autor: Grafiati

Data publikacji: 29 lipca 2024

Data aktualizacji: 31 lipca 2025

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1

Kersaint, Gladis Swafford Jane. "Preservice elementary teachers' ability to generalize functional relationships the impact of two versions of a mathematics content course /." Normal, Ill. Illinois State University, 1998. http://wwwlib.umi.com/cr/ilstu/fullcit?p9835911.

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Thesis (Ph. D.)--Illinois State University, 1998.<br>Title from title page screen, viewed July 5, 2006. Dissertation Committee: Jane O. Swafford (chair), John A. Dossey, Cheryl Hawker, Cynthia W. Langrall. Includes bibliographical references (leaves 142-158) and abstract. Also available in print.

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Kaplan, Merve. "Pre-service Elementary Mathematics Teachers." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12613176/index.pdf.

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Mathematics education could and should benefit from technology in order to improve teaching and learning, particularly in topics where visualizations and connections to other concepts are needed. Handheld technologies such as graphing calculators can provide students with visualization, confirmation and exploration of problems and concepts they are learning. Handheld graphing technologies have been taken place widely in elementary and secondary level mathematics courses and considered to be beneficial in various means in mathematics education. Mathematics teachers have a crucial role in the us

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Davis, Ann. "So I'm done because I'm confused now measuring metacognition in elementary algebra community college students /." Diss., Restricted to subscribing institutions, 2009. http://proquest.umi.com/pqdweb?did=2026651711&sid=4&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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Benitez, Dehlly Porras. "A learning guide to improve reading of mathematics : a case study with college remedial students in elementary algebra /." Access Digital Full Text version, 1987. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10732275.

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Afonso, Dominique Gabriala. "The development of algebraic thinking in the foundation phase: a comparative study of two different curricula." Thesis, Cape Peninsula University of Technology, 2019. http://hdl.handle.net/20.500.11838/2864.

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Thesis (MEd)--Cape Peninsula University of Technology, 2019.<br>The mathematics results in South Africa are alarmingly low, with a number of high school learners unable to compute basic operations. International test results show South Africa consistently ranks low in comparison to other countries whilst Singapore continues to perform well. Some schools in South Africa have decided to adopt the Singaporean method of teaching mathematics, known as Singapore Maths, in the hope of improving learner results. This study seeks to understand how two different curricula, South African and Singapore, p

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Ledbetter, Lissa S. "A Qualitative Content Analysis of Early Algebra Education iOS Apps for Primary Children." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6884.

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Educational software applications (apps) on multi-touch, mobile devices provide a promising space to help learners work toward long-term educational goals, like learning with understanding (Bransford, Brown, & Cocking, 2000). Such goals are particularly relevant in supporting a learner’s efforts to become more mathematically literate. Yet, a number of current apps do not appear to be living up to this potential. As such, this study drew upon the theoretical framework of Learning Science and the conceptual framework of TPACK theory (Mishra & Koehler, 2006) to define curricular characteristics t

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7

Kahn, Eric B. "THE GENERALIZED BURNSIDE AND REPRESENTATION RINGS." UKnowledge, 2009. http://uknowledge.uky.edu/gradschool_diss/707.

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Making use of linear and homological algebra techniques we study the linearization map between the generalized Burnside and rational representation rings of a group G. For groups G and H, the generalized Burnside ring is the Grothendieck construction of the semiring of G × H-sets with a free H-action. The generalized representation ring is the Grothendieck construction of the semiring of rational G×H-modules that are free as rational H-modules. The canonical map between these two rings mapping the isomorphism class of a G-set X to the class of its permutation module is known as the linearizati

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8

Howard, Nicol R. "The Influences of Mathematics Self-Efficacy, Identity, Interest, and Parental Involvement on STEM Achievement in Algebra for Female High School Students." Chapman University Digital Commons, 2015. http://digitalcommons.chapman.edu/ces_dissertations/2.

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The purpose of this study was to determine the predictability of STEM achievement in Algebra for female high school students utilizing mathematics self-efficacy, mathematics interest, mathematics identity, and parental involvement. This study employed data from the High School Longitudinal Study of 2009 (HSLS:09/12) which consisted of 3,938 female eleventh-grade participants randomly selected from 944 public and private high schools during the fall 2009 academic year. The results of a hierarchical multiple regression indicated that mathematics identity was the strongest predictor of STEM achie

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Figueiredo, Auriluci de Carvalho. "Saberes e concepções de educação algébrica em um curso de licenciatura em matemática." Pontifícia Universidade Católica de São Paulo, 2007. https://tede2.pucsp.br/handle/handle/11255.

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Made available in DSpace on 2016-04-27T16:58:27Z (GMT). No. of bitstreams: 1 Auriluci de Carvalho Figueiredo.pdf: 2619499 bytes, checksum: 2241abfdd5ba4c51913e0a7fd05a58bd (MD5) Previous issue date: 2007-10-29<br>Centro Federal de Educação Tecnológica de São Paulo<br>Investigations have shown that difficulties experienced by students when dealing with topics of Algebra, across a range of schooling levels, may be rooted in certain conceptions of Algebra Education, either their own or those held by their teachers. These conceptions provide the basis for knowings held by teachers and students

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10

Lima, José Roberto de Campos. "Pensamento algébrico no currículo do ciclo de alfabetização: estudo comparativo de duas propostas." Pontifícia Universidade Católica de São Paulo, 2018. https://tede2.pucsp.br/handle/handle/21287.

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Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-07-30T12:24:34Z No. of bitstreams: 1 José Roberto de Campos Lima.pdf: 798464 bytes, checksum: 390e74f72d58fa99f1dec2d73f258409 (MD5)<br>Made available in DSpace on 2018-07-30T12:24:34Z (GMT). No. of bitstreams: 1 José Roberto de Campos Lima.pdf: 798464 bytes, checksum: 390e74f72d58fa99f1dec2d73f258409 (MD5) Previous issue date: 2018-04-09<br>In this paper, we present a qualitative research guided by the goal of investigating what the approach given to algebraic thinking in the prescribed curriculum of literacy cycle, which refers

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11

Rigdon, Misty B. "The impact of coteaching on regular education eighth grade student achievement on a basic skills algebra assessment." ScholarWorks, 2010. https://scholarworks.waldenu.edu/dissertations/783.

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Coteaching strategies have been implemented in many of the inclusion math classrooms in an attempt to improve the achievement of students. Math achievement continues to be a concern as reported by the National Mathematics Advisory Council in 2007. Educators and previous research reported that coteaching does not improve student achievement. The purpose of this study and the research question was designed to investigate, determine, and examine if coteaching has an impact on regular education students' achievement on an algebra assessment in the eighth grade. This concurrent mixed methods design

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Sert, Ozlem. "Eighth Grade Students&#039." Master's thesis, METU, 2007. http://etd.lib.metu.edu.tr/upload/3/12608896/index.pdf.

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The purpose of this study was to determine eighth grade students&rsquo<br>skills of translating among different representations<br>graphic, table, equation, and verbal sentence<br>of algebraic concepts. Moreover, it was also aimed to investigate if there is any gender difference regarding the translation skills of students translating multiple representations, and their most common errors in making these translations. For data collection, 18 schools were selected randomly from 103 elementary schools in &Ccedil<br>ankaya district of Ankara. Then all of the eighth grade students in each schoo

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13

Bortoletti, Anderson de Abreu. "Introdução às expressões algébricas na escola básica : variáveis & células de planilhas eletrônicas." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2014. http://hdl.handle.net/10183/107253.

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Esta dissertação apresenta o planejamento, a execução e a análise de uma sequência didática que visa introduzir as expressões algébricas aos alunos do 7º ano do Ensino Fundamental. Os estudantes participantes são de uma escola municipal de Porto Alegre. O trabalho desenvolvido foi realizado durante as aulas regulares de matemática, a partir do final de setembro até o início de dezembro de 2013. A metodologia de pesquisa utilizada foi o Estudo de Caso e o referencial teórico é baseado, principalmente, no conceito de pensamento algébrico, desenvolvido por Fiorentini, Miorim e Miguel, concepções

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Banks, Alberta Diahann. "Effects of Embedded Study-Skills Instruction on High School Students' Attitudes Toward Mathematics." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/50.

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The target school used embedded study skills in Algebra I classes to improve attitudes toward mathematics. The purpose of this sequential, explanatory mixed-methods study was to examine the effect of embedded study-skills instruction on students' attitudes toward mathematics. Metacognitive theory was used for this study's framework. Participants were 28 Grade 9 and 10 students who repeated Algebra I. Quantitative data from the Attitudes Toward Mathematics Inventory assessed students' pre- and post-instruction attitudes toward mathematics in 4 domains. Data were analyzed using 4 independent sam

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15

Nivens, Ryan Andrew. "License Plate Math: Palindromes, Graphing, & Transformations." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/231.

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Using license plates as a context, we will analyze patterns. I will share a technique for graphing, and you will design your own license plates with given parameters. Our graphs will offer entry into transformational geometry, and a mapping from letters to numbers allows us to experience early algebra in context.

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16

Welder, Rachael Mae. "Preservice Elementary Teachers' Mathematical Content Knowledge of Prerequisite Algebra Concepts." Thesis, Montana State University, 2007. http://etd.lib.montana.edu/etd/2007/welder/WelderR0507.pdf.

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Research illustrating that student achievement is affected by teachers' knowledge advocates for K-8 teachers to be knowledgeable regarding prerequisite algebra concepts: (1) numbers (numerical operations), (2) ratios/proportions, (3) the order of operations, (4) equality, (5) patterning, (6) algebraic symbolism (including letter usage), (7) algebraic equations, (8) functions, and (9) graphing. The theoretical framework for the knowledge for teaching mathematics built for this study suggests that the mathematical content knowledge needed for teaching consists of specialized content knowledge in

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Chang, Hao [Verfasser]. "Varieties of elementary Lie algebras / Hao Chang." Kiel : Universitätsbibliothek Kiel, 2016. http://d-nb.info/1105472140/34.

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Oliveira, Silvio Barbosa de. "As equações diofantinas lineares e o livro didático de matemática para o ensino médio." Pontifícia Universidade Católica de São Paulo, 2006. https://tede2.pucsp.br/handle/handle/11059.

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Made available in DSpace on 2016-04-27T16:57:42Z (GMT). No. of bitstreams: 1 dissertacao_silvio_barbosa_oliveira.pdf: 371682 bytes, checksum: 4f27d9c132d5173732426c8e48699248 (MD5) Previous issue date: 2006-05-24<br>This work involves a qualitative study of how the theme of linear Diophantine equations is approached in mathematics textbooks for high school students. Using the methods associated with content analysis (Bardin, 1977), I search for references, in both explicit and implicit forms, to these equations in two different sets of high school mathematics textbooks, both of which had bee

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19

Turner, Sylvia A. "The effects of a constructivist-based fraction intervention on the achievement and self-efficacy beliefs of low socio-economic status students." Scholarly Commons, 2012. https://scholarlycommons.pacific.edu/uop_etds/26.

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Low socio-economic status (SES) students are less likely to gain access to the gatekeeper mathematics courses necessary for high school graduation and entrance to college. This study examined the effects of a constructivist-based fraction intervention on mathematics achievement, self-efficacy beliefs, and Algebra One enrollment of mathematically at risk low SES sixth grade students. Students' fifth grade mathematics CST and sixth grade fraction benchmark scores served as covariates in each analysis. Achievement was measured by the students' scores on their seventh grade fraction benchmark and

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Dumitraşcu, Gabriela Georgeta. "Generalization: Developing Mathematical Practices in Elementary School." Diss., The University of Arizona, 2015. http://hdl.handle.net/10150/556959.

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The process of generalization in mathematics was identified by mathematics education and educational psychology research, out of many mental actions or operations, as a cognitive function fundamentally required in the thinking process. Moreover, the current changes in education in the United States bring forward the dual goal of mathematics teaching and learning: students should have strong and rigorous mathematical content knowledge and students should be involved in practices that define the status of doing mathematical work. This dual role is totally dependent on the process of generalizati

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Costa, Eduardo Sad da. "As Equações Diofantinas Lineares e o Professor de Matemática do Ensino Médio." Pontifícia Universidade Católica de São Paulo, 2007. https://tede2.pucsp.br/handle/handle/11124.

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Made available in DSpace on 2016-04-27T16:57:53Z (GMT). No. of bitstreams: 1 dissertacao_eduardo_sad_costa.pdf: 3568903 bytes, checksum: 4e09f1b15f7714b64ad56708b0bd9974 (MD5) Previous issue date: 2007-05-21<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior<br>This work involves a qualitative study about whether and how mathematics High-School teachers work with their students the trouble-situations regarding linear Diophantine equations. The study was performed by means of analyzing semi-structured interviews applied on six mathematics teachers from the states of São Paulo and

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Kim, Grace B. "The Effect of E-Based Virtual Manipulative on Third-Grade Elementary Students' Algebraic Thinking in Math Education." Thesis, California State University, Long Beach, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10261327.

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<p> The purpose of this study was to examine the effects of virtual manipulative on children’s algebraic thinking in their early math education. The virtual manipulative is considered as a means of intervention, and its effects is proven to be an effective way through the action research working with the third-grade elementary students. In doing so, this study evaluated the effectiveness of e-based virtual manipulative to support children’s algebraic thinking development in their early math education. Data collected for this study included pre-disposition and post-disposition surve

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Hayata, Carole Anne. "The Development of Algebraic Reasoning in Undergraduate Elementary Preservice Teachers." Thesis, University of North Texas, 2012. https://digital.library.unt.edu/ark:/67531/metadc177211/.

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Although studies of teacher preparation programs have documented positive changes in mathematical knowledge for teaching with preservice teachers in mathematics content courses, this study focused on the impact of a mathematics methods course and follow-up student teaching assignment. The presumption was that preservice teachers would show growth in their mathematical knowledge during methods since the course was structured around active participation in mathematics, research-based pedagogy, and was concurrent with a two-day-per-week field experience in a local elementary school. Survey inst

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Ferreira, Carlos Henrique Grossi. "Ferramentas elementares para geometrias classicas e hiperbolica complexa." [s.n.], 2006. http://repositorio.unicamp.br/jspui/handle/REPOSIP/307372.

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Orientador: Alexandre Ananin<br>Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Matematica, Estatisitca e Computação Cientifica<br>Made available in DSpace on 2018-08-07T02:11:51Z (GMT). No. of bitstreams: 1 Ferreira_CarlosHenriqueGrossi_D.pdf: 2079010 bytes, checksum: d2897485f4c4ad44b6ca3016ebc4a4f6 (MD5) Previous issue date: 2006<br>Resumo: Esta tese possui quatro partes. A primeira parte apresenta uma construção que permite abordar todas as geometrias clássicas sob um mesmo ponto de vista. Utilizando tal abordagem, expressamos e caracterizamos, de modo simples e isent

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Lannin, John K. Langrall Cynthia Willey. "Developing middle school students' understanding of recursive and explicit reasoning." Normal, Ill. Illinois State University, 2001. http://wwwlib.umi.com/cr/ilstu/fullcit?p3006621.

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Thesis (Ph. D.)--Illinois State University, 2001.<br>Title from title page screen, viewed April 25, 2006. Dissertation Committee: Cynthia W. Langrall (Chair), Graham A. Jones, Tami S. Martin, Patricia H. Klass. Includes bibliographical references (leaves 138-146) and abstract. Also available in print.

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Offergeld, Andrea [Verfasser], Aloys [Verfasser] Krieg, and Sebastian [Verfasser] Walcher. "Rekonstruktion von 3D-Punkten aus Kamerabildern : eine anwendungsgeleitete Lernumgebung an der Schnittstelle von analytischer Geometrie der gymnasialen Oberstufe und elementaren Ideen der linearen Algebra / Andrea Offergeld, Aloys Krieg, Sebastian Walcher." Aachen : Universitätsbibliothek der RWTH Aachen, 2015. http://d-nb.info/1128598043/34.

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Santos, Sueli dos Prazeres 1981. "Erros e dificuldades de alunos em álgebra elementar : uma metanálise qualitativa de dissertações brasileiras de mestrado." [s.n.], 2013. http://repositorio.unicamp.br/jspui/handle/REPOSIP/250822.

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Orientador: Dario Fiorentini<br>Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação<br>Made available in DSpace on 2018-08-23T20:37:25Z (GMT). No. of bitstreams: 1 Santos_SuelidosPrazeres_M.pdf: 3248639 bytes, checksum: df5758dccce33b51eb115fa7a654d241 (MD5) Previous issue date: 2013<br>Resumo: Este estudo tem como hipótese de trabalho que os erros e dificuldades evidenciados pelos alunos na aprendizagem da matemática estão diretamente relacionados com os modos de conceber e realizar o ensino da álgebra em sala de aula. O objetivo principal deste trabalho é iden

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Ramos, Mageri Rosa. "Uma investigação sobre a produção de tarefas algébricas para o 6º ano do ensino fundamental." Universidade Federal de Juiz de Fora (UFJF), 2011. https://repositorio.ufjf.br/jspui/handle/ufjf/3249.

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Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-12-19T17:36:24Z No. of bitstreams: 1 magerirosaramos.pdf: 2232157 bytes, checksum: c95423420f6986685cfe29c72085f789 (MD5)<br>Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-02-07T12:37:37Z (GMT) No. of bitstreams: 1 magerirosaramos.pdf: 2232157 bytes, checksum: c95423420f6986685cfe29c72085f789 (MD5)<br>Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-02-07T14:06:41Z (GMT) No. of bitstreams: 1 magerirosaramos.pdf: 2232157 bytes, checksum: c95423420f6

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Aquino, Lucimeire Omoti de. "Os alunos de 5ª série/6º ano frente a atividades sobre abservação e generalização de padrões." Pontifícia Universidade Católica de São Paulo, 2008. https://tede2.pucsp.br/handle/handle/11309.

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Made available in DSpace on 2016-04-27T16:58:39Z (GMT). No. of bitstreams: 1 Lucimeire.pdf: 2579583 bytes, checksum: 1f79a90ec6a8cd20a51dd7e0c340d561 (MD5) Previous issue date: 2008-05-20<br>Secretaria da Educação do Estado de São Paulo<br>This work reports a research which aim was to investigate whether and how 5th series/ 6th year of elementary school students are sensitized by and create strategies to solve situations involving the perception and generalization of patterns. Mason (1996), Vale & Pimentel (2005), Radford, Bardini & Sabena (2007) and Machado (2006) works gave the main base f

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Santos, Jonas Borsetti Silva. "Argumantação e prova: análise de argumentos algébricos de alunos da educação básica." Pontifícia Universidade Católica de São Paulo, 2007. https://tede2.pucsp.br/handle/handle/11491.

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Made available in DSpace on 2016-04-27T17:12:57Z (GMT). No. of bitstreams: 1 Jonas Borsetti Silva Santos.pdf: 3405570 bytes, checksum: 782a71ca49056f8eb3f7770f4741087c (MD5) Previous issue date: 2007-06-01<br>Made available in DSpace on 2016-08-25T17:25:39Z (GMT). No. of bitstreams: 2 Jonas Borsetti Silva Santos.pdf.jpg: 1943 bytes, checksum: cc73c4c239a4c332d642ba1e7c7a9fb2 (MD5) Jonas Borsetti Silva Santos.pdf: 3405570 bytes, checksum: 782a71ca49056f8eb3f7770f4741087c (MD5) Previous issue date: 2007-06-01<br>Secretaria da Educação do Estado de São Paulo<br>The present work focuses questi

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Wang, Yu, and 王煜. "The Performance of Mathematics gifted Elementary Students on solving Algebra Word Problems." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/2gnxqv.

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碩士<br>國立臺北教育大學<br>數學暨資訊教育學系(含數學教育碩士班)<br>98<br>The purpose of the research is to investigate the performance of solving algebraic word problems in mathematics-gifted students. The research method is content analysis and the research samples are 40 mathematics-gifted fifth graders. The data consisted of 40 questions, sampling from in-class practices, homework assignments and one winter vacation assignment. The scorer reliability is 0.91. There are two parts of the results: A. Problems with low correct responses and their relationships between the concept of mathematics content and incorrect pr

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Tseng, YuJiue, and 曾于珏. "Analyzing the problems types of algebra in the elementary mathematics textbook of Taiwan, Finland and Singapore." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/56525432367715471702.

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碩士<br>國立屏東教育大學<br>應用數學系<br>101<br>The purpose of this study is to compare and analyze the problems types of algebra in most popular textbooks used in three countries: Kang-Hsuan mathematics in Taiwan, Laskutaito in English in Finland and My Pals are Here! Maths in Singapore. Content analysis was used as method and mathematics problem was as unit to analyze the similarities and differences among them. The analytic categories were followed the classification of Stein, Remilliard and Simth (2000) that classified problems base on cognitive demand when problem solving, the design of the contexts by

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Lee, Ching-Lin, and 李青霖. "The Content Analysis of the Elementary School Mathematics Textbooks from Taiwan's Three Periods—Taking Algebra for Example." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/b469s7.

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碩士<br>國立臺北教育大學<br>課程與教學研究所<br>106<br>The purpose of the study is to investigate the changes of the problem posing in elementary math textbooks and of the curriculum standards/ guidelines in algebra across three time periods in Taiwan. Based on the analytic categories from previous literature, this study applied content analysis to the elementary math textbooks in three time periods, including 1975, 1993, and 2003. The study included topics of curriculum standards/guidelines, algebraic content knowledge, types of representation in problems, and types of cognitive demand in problem solving. The

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34

Beatty, Ruth. "Pattern Rules, Patterns, and Graphs: Analyzing Grade 6 Students' Learning of Linear Functions through the Processes of Webbing, Situated Abstractions, and Convergent Conceptual Change." Thesis, 2010. http://hdl.handle.net/1807/26347.

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The purpose of this study, based on the third year of a three-year research study, was to examine Grade 6 students’ previously developed abilities to integrate their understanding of geometric growing patterns with graphic representations as a means of further developing their conception of linear relationships. In addition, I included an investigation to determine whether the students’ understanding of linear relationships of positive values could be extended to support their understanding of negative numbers. The theoretical approach to the microgenetic analyses I conducted is based on Noss

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"Young Children’s Algebraic Reasoning Abilities." Doctoral diss., 2016. http://hdl.handle.net/2286/R.I.40807.

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abstract: The purpose of this study was to identify the algebraic reasoning abilities of young students prior to instruction. The goals of the study were to determine the influence of problem, problem type, question, grade level, and gender on: (a) young children’s abilities to predict the number of shapes in near and far positions in a “growing” pattern without assistance; (b) the nature and amount of assistance needed to solve the problems; and (c) reasoning methods employed by children. The 8-problem Growing Patterns and Functions Assessment (GPFA), with an accompanying interview protocol,

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Ofori-Kusi, Daniel. "An investigation into the use of problem-solving heuristics to improve the teaching and learning of mathematics." Thesis, 2017. http://hdl.handle.net/10500/23305.

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The aim of this study was to explore the effects of a problem-solving heuristic instructional method on Grade 6 learners’ achievements in algebra. Two main theories inspired the design of this teaching method, namely the modelling and modelling perspective, and action, process, object, schema (APOS) theory. Modelling and modelling perspectives guided the development of modelling-eliciting activities used in the teaching method and the APOS theory guided the sequence of activities used to develop Grade 6 learners’ conceptions in algebra. The impact of the problem-solving heuristic instructiona

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Tseng, Jui-Yi, and 曾瑞怡. "Reasoning-and-proving opportunities in elementary mathematics textbooks : Algebraic." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/gp8kfg.

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碩士<br>國立清華大學<br>數理教育研究所碩士在職專班<br>107<br>This study is Reasoning-and-proving opportunities in elementary mathematics textbooks : Algebraic.It is mainly to discuss how many questions of Reasoning-and-proving opportunities for students in K , N , H editions. Our research object are elementary mathematics textbooks which were adopted in 2008 curriculum guidelines.This research method mainly adopted the“content analysis method”.The research units are analyzed and compared by the major problems in elementary mathematics activities, and class with Reasoning-and-proving opportunities, purpose of Reaso

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CHANG, YA-WEN, and 張雅雯. "The Content Analysis of Algebra Material in the Elementary Mathematic Textbooks of Taiwan and Finland." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/98575172121949237642.

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碩士<br>國立屏東教育大學<br>數理教育研究所<br>102<br>The research study is to compare and contrast the math textbook content of the Kang Hsuan edition in Taiwan and that of the WSOY edition in Finland. The study, using “questions” as analysis unit, adopts content analysis to analyze the way both textbooks present their content with regard to algebra, and to explore their respective characteristics. The results, in terms of algebra material, indicate (1) that the teaching objective accounts for higher percentage in Taiwan’s textbook than in Finland’s; (2) that the majority of questions are found in the basic co

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Hsu, Hsiao-Hui, and 徐曉慧. "A comparative study of the algebra material content analysis of elementary mathematic textbooks in Taiwan and China." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/nwj6a8.

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碩士<br>國立臺北教育大學<br>數學暨資訊教育學系(含數學教育碩士班)<br>98<br>This study discusses the differences and specialties of algebra material in elementary school textbooks between Taiwan and China. This thesis adopted the way of comparative and content analysis. The main categories are summarized into algebra of enlightenment, symbolic algebra, and algebraic equation from literature of researches. This thesis analyzes two different types of mathematic materials, one is published by Kang Hsuan Educational Publishing Group of Taiwan and the other is published by Beijing Normal University Publishing Group in China. I

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Schwebinghaus, Ulrich [Verfasser]. "Grundlagen der elementaren Algebra eigenverantwortlich erlernen : Entwicklung und Erprobung einer multimedialen Lernumgebung / Ulrich Schwebinghaus." 2008. http://d-nb.info/989870421/34.

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Yi-Chun, Chen, and 陳怡君. "Comparison of elementary mathematically gifted students' algebra promblem solving and mathematical attitude before and after training--participate in APMOPS 2007 for example." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/9r6tn7.

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碩士<br>國立臺北教育大學<br>數學暨資訊教育學系(含數學教育碩士班)<br>96<br>This study explored elementary gifted students’ changes in mathematical attitude, problem solving strategies, and communication ability before and after training to compete Asia Pacific Mathematical Olympiad for Primary Schools in 2007(APMOPS). The subjects of this study from participating in APMOPS.This study conducted questionnaire survey, paper-pencil test, and semi-structure interview to collect data. The results of the study were showed as follows: (1)There were significantly different in mathematical attitude before and after the first-stag

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Ley, Allison F. "A cross-sectional investigation of elementary school students' ability to work with linear generalizing patterns : the impact of format and age on accuracy and strategy choice /." 2005. http://link.library.utoronto.ca/eir/EIRdetail.cfm?Resources__ID=370268&T=F.

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