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Polish teachers’ conceptions of and approaches to the teaching of linear equations to grade six students: An exploratory case study
Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
2015 (English)In: Research in Mathematics Education, ISSN 1479-4802, E-ISSN 1754-0178, Vol. 17, no 3, 220-238 p.Article in journal (Refereed) Published
Abstract [en]

In this article we present an exploratory case study of six Polish teachers’perspectives on the teaching of linear equations to grade six students. Data,which derived from semi-structured interviews, were analysed against an extantframework and yielded a number of commonly held beliefs about what teachersaimed to achieve and how they would achieve them. In general, teachers’ aimswere procedural fluency founded on students understanding the equals sign as arelational rather than an operational entity and the balance scale as arepresentation supportive of students’ understanding of an equation as theequivalence of two expressions. The analyses also indicated that the waysteachers proposed to conduct their lessons, whereby they pose single problemsfor individual work before inviting whole class sharing of solutions, resonateswith the didactical traditions found in other East and Central Europeancountries previously influenced by the Soviet Union.

Place, publisher, year, edition, pages
2015. Vol. 17, no 3, 220-238 p.
Keyword [en]
Polish mathematics teaching, linear equations, balance method
National Category
Other Mathematics
Research subject
Mathematics Education
Identifiers
URN: urn:nbn:se:su:diva-127044DOI: 10.1080/14794802.2015.1107498OAI: oai:DiVA.org:su-127044DiVA: diva2:905599
Available from: 2016-02-23 Created: 2016-02-23 Last updated: 2016-04-04Bibliographically approved

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