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The teaching of linear equations: Comparing effective teachers from three high achieving European countries
University of Cambridge, UK.ORCID iD: 0000-0003-3679-9187
2011 (English)In: Proceedings of the Seventh Congress of the European Society for Research in Mathematics Education / [ed] Marta Pytlak, Tim Rowland, Ewa Swoboda, Rzeszów: University of Rzeszów , 2011, , 1555-1564 p.1555-1564 p.Conference paper, Published paper (Refereed)
Abstract [en]

On various international tests of achievement Finnish, Flemish and Hungarian students have been amongst the more successful in Europe. Linear equations, a topic students traditionally find difficult, is a key topic in the transition from mathematics as inductive and concrete to deductive and abstract. This paper, by means of an analysis of video-taped lessons taught by case study teachers, one from each of Finland, Flanders and Hungary, examines comparatively how teachers defined locally as effective construct opportunities for their students to learn the mathematics of linear equations. The findings show that all three teachers acted in ways contrary to received research wisdom, exploiting the balance scale as the key metaphor for inducting students into the solution processes of algebraic equations.

Place, publisher, year, edition, pages
Rzeszów: University of Rzeszów , 2011. , 1555-1564 p.1555-1564 p.
Keyword [en]
Linear equations, Hungary, Finland, Flanders
National Category
Other Mathematics
Research subject
Mathematics Education
Identifiers
URN: urn:nbn:se:su:diva-96779ISBN: 978-83-7338-683-9 (print)OAI: oai:DiVA.org:su-96779DiVA: diva2:667458
Conference
Seventh Congress of the European Society for Research in Mathematics Education, Rzeszów, Poland, 9th - 13th February, 2011
Available from: 2013-11-26 Created: 2013-11-26 Last updated: 2016-12-15Bibliographically approved

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CiteExportLink to record
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Citation style
  • apa
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  • de-DE
  • en-GB
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Output format
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