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Teaching the distributive law: Is fruit salad still on the menu?
Introducing algebra in high school is a teaching challenge, where appropriate explanations and representations are essential. This study examines teachers� reactions to a page of explanation about the distributive law from a textbook, and investigates their pedagogical content knowledge about the teaching of algebra. Teachers were aware that students have difficulties with algebra, but the study shows that some of their strategies for teaching it are mathematically unsound. In particular, �fruit salad� approaches are still prevalent.
History
Publication title
Crossing DividesEditors
R. Hunter, B. Bicknell & T. BurgessPagination
121-128ISBN
978-1-920846-20-6Department/School
Faculty of EducationPublisher
MERGA Inc.Place of publication
onlineEvent title
32nd Annual Conference of the Mathematics Education Research Group of AustralasiaEvent Venue
Wellington, New ZealandDate of Event (Start Date)
2009-07-05Date of Event (End Date)
2009-07-09Repository Status
- Restricted