scholarly journals CONCEPTUAL PRINCIPLES OF ALGEBRA TEXTBOOKS

2021 ◽  
Vol 1 (34) ◽  
pp. 48-53
Author(s):  
V.D. Halan ◽  
V.R. Kravchuk ◽  
H.V. Solonetska
Keyword(s):  
Algebra Textbooks

The Dreaded Work Problems Revisited: Connections through Problem Solving from Basic Fractions to Calculus

2008 ◽  
Vol 101 (7) ◽  
pp. 504-511
Author(s):  
Felice S. Shore ◽  
Matthew Pascal
Keyword(s):  
Problem Solving ◽  
Algebra Textbooks

Contrived-rate problems, generally categorized as “work” problems, were a staple in commercial algebra textbooks of old.

scholarly journals Text mining in the trend of education 4.0: A study on clustering mathematical terms of algebra textbooks in Vietnamese high schools

2020 ◽  
Vol 4 (4) ◽  
pp. 59-68
Author(s):  
Tuan Anh Bui ◽  
Diem-Chinh Thi Ho ◽  
Chi Hong Nguyen ◽  
Huynh Nhu Phan ◽  
Linh Yen Nguyen
Keyword(s):  
High Schools ◽  
Open Access ◽  
Text Mining ◽  
Digital Tools ◽  
Teaching Process ◽  
Clustering Technique ◽  
Algebra Textbooks ◽  
The Relationship ◽  
Insight Into ◽  
Initial Research

In the context of Educational Revolution 4.0, text mining with digital tools plays an important role. Various techniques and softwares have been employed in text mining, among which the clustering technique using Atlas.ti, a German software, is widely used thanks to its versatility and open access. This article presents the results of clustering Mathematical terms in Algebra textbook in Vietnamese high schools with the support of Atlas.ti. Initial research results can yield the insight into the relationship among Mathematical terms in the curriculum, thereby, aiming for a better teaching process.

Delving Deeper: Spicing Up Counting through Geometry

2010 ◽  
Vol 104 (4) ◽  
pp. 319-324
Author(s):  
F. D. Rivera
Keyword(s):  
High School ◽  
High School Students ◽  
School Students ◽  
Digit Number ◽  
Males And Females ◽  
Algebra Textbooks

An analysis of the combinatorics problems in many algebra textbooks for high school students reveals that time-honored classic problems are valued. These problems often involve finding combinations and arrangements of numbers and letters on license plates for fictitious states (with and without repetition); digits in an n-digit number that is either even or odd; or males and females who are either combined to form a committee of a certain size with known restrictions or arranged to sit or stand together according to some specified configuration. Examples of such problems are shown in figure 1.

scholarly journals On Subnomials

2016 ◽  
Vol 24 (4) ◽  
pp. 261-273
Author(s):  
Rafał Ziobro
Keyword(s):  
The Other ◽  
Basic Properties ◽  
Binomial Formula ◽  
Algebra Textbooks ◽  
Compound Interest ◽  
Special Case

Summary While discussing the sum of consecutive powers as a result of division of two binomials W.W. Sawyer [12] observes “It is a curious fact that most algebra textbooks give our ast result twice. It appears in two different chapters and usually there is no mention in either of these that it also occurs in the other. The first chapter, of course, is that on factors. The second is that on geometrical progressions. Geometrical progressions are involved in nearly all financial questions involving compound interest – mortgages, annuities, etc.” It’s worth noticing that the first issue involves a simple arithmetical division of 99...9 by 9. While the above notion seems not have changed over the last 50 years, it reflects only a special case of a broader class of problems involving two variables. It seems strange, that while binomial formula is discussed and studied widely [7], [8], little research is done on its counterpart with all coefficients equal to one, which we will call here the subnomial. The study focuses on its basic properties and applies it to some simple problems usually proven by induction [6].

Brief Report: A Comparison of Symbol-Precedence View in Investigative and Conventional Textbooks Used in Algebra Courses

2016 ◽  
Vol 47 (2) ◽  
pp. 134-146 ◽  
Author(s):  
Milan F. Sherman ◽  
Candace Walkington ◽  
Elizabeth Howell
Keyword(s):  
Algebra I ◽  
Student Thinking ◽  
Reform Movements ◽  
Making Meaning ◽  
Making Sense ◽  
Recent Reform ◽  
Curricular Materials ◽  
Algebra Textbooks ◽  
Concreteness Fading ◽  
Better Than

Recent reform movements have emphasized students making meaning of algebraic relationships; however, research on student thinking and learning often remains disconnected from the design of widely used curricular materials. Although a previous examination of algebra textbooks (Nathan, Long, & Alibali, 2002) demonstrated a preference for a symbols-first approach, research has demonstrated that Algebra I students' performance on verbally presented problems is better than on symbolic equations, consistent with cognitive theories suggesting the value of concreteness fading. The present study investigates whether current textbooks used in Algebra I courses demonstrate a formalisms-first approach using five different analyses. Results show that despite nearly 2 decades of research on student learning, the conventional textbooks used in most classrooms have been resistant to change and emphasize manipulation with symbols prior to making sense of verbal scenarios.

Examples in College Algebra Textbooks: Opportunities for Students’ Learning

PRIMUS ◽  
2012 ◽  
Vol 23 (1) ◽  
pp. 76-105 ◽  
Author(s):  
Vilma Mesa ◽  
Heejoo Suh ◽  
Tyler Blake ◽  
Timothy Whittemore
Keyword(s):  
College Algebra ◽  
Algebra Textbooks

Match Geometric Figures with Trigonometric Identities

1995 ◽  
Vol 88 (1) ◽  
pp. 24-25
Author(s):  
Guanshen Ren
Keyword(s):  
High School ◽  
College Algebra ◽  
Point Of View ◽  
Geometric Figures ◽  
Geometric Point ◽  
Algebraic Operations ◽  
Algebra Textbooks ◽  
Trigonometric Identities

In most high school and college algebra textbooks, basic trigonometric identities are often proved by algebraic operations with other identities or presented without proof. This article presents proofs of some trigonometric identities from a geometric point of view and shows that some geometric figures beautifully match some trigonometric identities. The identities are proved with the use of geometric figmes, a process that offers a visual way to relate trigonometric properties. Studying trigonometric identities from a geometric perspective helps students make connections among various branches of mathematics and raises students' interests and appreciations in geometry. This idea was introduced in the context of a mathematics club, and the responses from students have been very positive. Some students did their own research and presented a paper at the regional Pi Mu Epsilon student conference.

Sign in / Sign up

Export Citation Format

Share Document