Abstract Algebra for Algebra Teaching: Influencing School Mathematics Instruction. Issue 1 (2nd January 2016)

• Record Type: Journal Article
• Authors: Wasserman, Nicholas H.
• Is Part Of: Canadian journal of science, mathematics and technology education. Volume 16:Issue 1(2016)
• Page Start: 28
• Page End: 47
• Publication Date: 2016-01-02
• Subjects: Science -- Study and teaching -- Periodicals; Science -- Study and teaching -- Canada -- Periodicals; Mathematics -- Study and teaching -- Periodicals; Mathematics -- Study and teaching -- Canada -- Periodicals; Technology -- Study and teaching -- Periodicals; Technology -- Study and teaching -- Canada -- Periodicals; 507.1
• DOI: 10.1080/14926156.2015.1093200
• Languages: English
• ISSNs: 1492-6156

Abstract

ABSTRACT: This article explores the potential for aspects of abstract algebra to be influential for the teaching of school algebra (and early algebra). Using national standards for analysis, four primary areas common in school mathematics—and their progression across elementary, middle, and secondary mathematics—where teaching may be transformed by teachers' knowledge of abstract algebra are developed. In each of the four content areas (arithmetic properties, inverses, structure of sets, and solving equations), descriptions and examples of the transformational influence on teaching these topics are used to depict and support ways that study of more advanced mathematics can influence teachers' practice. Implications for the mathematical preparation and professional development of teachers are considered.