Primary teachers’ algebraic thinking: example from lesson study

Vale, Colleen 2013, Primary teachers’ algebraic thinking: example from lesson study, in MERGA 2013 : Proceedings of the 36th Annual Conference of the Mathematics Education Research Group of Australasia, Mathematics Education Research Group of Australasia, Adelaide, S. Aust., pp. 719-722.

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Title Primary teachers’ algebraic thinking: example from lesson study
Author(s) Vale, ColleenORCID iD for Vale, Colleen orcid.org/0000-0002-9070-7071
Conference name The Mathematics Education and Research Group of Australasia. Annual Conference (36th : 2013 : Melbourne, Victoria)
Conference location Melbourne, Victoria
Conference dates 7 - 11 Jul. 2013
Title of proceedings MERGA 2013 : Proceedings of the 36th Annual Conference of the Mathematics Education Research Group of Australasia
Editor(s) Steinle, Vicki
Ball, Lynda
Bardini, Caroline
Publication date 2013
Conference series Mathematics Education : Yesterday, Today and Tomorrow
Start page 719
End page 722
Total pages 4
Publisher Mathematics Education Research Group of Australasia
Place of publication Adelaide, S. Aust.
Keyword(s) teachers' mathematical content knowledge
algebra
lesson study
Summary Previous studies have reported on primary children’s algebraic thinking and generalising in a range of problem settings but there is little evidence of primary teachers’ knowledge of algebraic thinking. In this paper the development in algebraic thinking of one primary teacher who taught a research lesson in a Japanese Lesson Study project involving teachers from three primary schools is presented. The findings suggest the need for professional learning in algebra and reasoning and indicate the value of Lesson Study.
Language eng
Field of Research 130208 Mathematics and Numeracy Curriculum and Pedagogy
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category E1 Full written paper - refereed
Copyright notice ©2013, Mathematics Education Research Group of Australasia
Persistent URL http://hdl.handle.net/10536/DRO/DU:30080715

Document type: Conference Paper
Collections: Faculty of Arts and Education
School of Education
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