Reflections on the introduction of Algebra in Grade 8 : a teacher's perspective

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dc.contributor.advisorBreen, Chrisen_ZA
dc.contributor.authorCameron, Bridgeten_ZA
dc.date.accessioned2014-09-08T09:55:27Z
dc.date.available2014-09-08T09:55:27Z
dc.date.issued2003en_ZA
dc.descriptionBibliography: leaves 84-88.en_ZA
dc.description.abstractThis dissertation looks at the early learning of algebra from a classroom teacher's perspective. There are three aspects that inform the topic: the actual classroom, the literature on beginning algebra and a sample of some of the current textbooks used in South Africa. From my reflections on my own teaching of a Grade 8 class, I was able to identify those definitions and beliefs about algebra which were shaping my teaching. Based on the literature I classified the approach to algebra that I was foregrounding in my classroom. I saw that this traditional methodology was limiting the scope of my students' outlook on algebra. I discovered more approaches to the early learning of algebra which could broaden my students' view of the subject This dissertation presents the followmg four approaches to introducing algebra: generalisation; problem solving; modeling and functions. The traditional approach is discussed as a part of generalisation. My research shows that elements of all of these approaches need to be included when introducing algebra. Often the approach to algebra is largely determined by the choice of textbook used. My analysis shows that many widely used textbooks tend to emphasise only one of the above four approaches. The dissertation notes the mistakes that are typically made by following each approach in addition to the haphazard errors made by students who are starting to learn algebra. Further light on the mistakes made by students is given by looking at how standard algebraic symbols developed over centunes of time. A teacher who is aware of the processes of her students learning algebra should be able to see beyond the mistakes that are made. She should encourage the learning of algebra as giving a broad conception of its disciplines and applications, and not as a narrow set of prescribed learned manipulations.en_ZA
dc.identifier.apacitationCameron, B. (2003). <i>Reflections on the introduction of Algebra in Grade 8 : a teacher's perspective</i>. (Thesis). University of Cape Town ,Faculty of Humanities ,School of Education. Retrieved from http://hdl.handle.net/11427/6965en_ZA
dc.identifier.chicagocitationCameron, Bridget. <i>"Reflections on the introduction of Algebra in Grade 8 : a teacher's perspective."</i> Thesis., University of Cape Town ,Faculty of Humanities ,School of Education, 2003. http://hdl.handle.net/11427/6965en_ZA
dc.identifier.citationCameron, B. 2003. Reflections on the introduction of Algebra in Grade 8 : a teacher's perspective. University of Cape Town.en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Cameron, Bridget AB - This dissertation looks at the early learning of algebra from a classroom teacher's perspective. There are three aspects that inform the topic: the actual classroom, the literature on beginning algebra and a sample of some of the current textbooks used in South Africa. From my reflections on my own teaching of a Grade 8 class, I was able to identify those definitions and beliefs about algebra which were shaping my teaching. Based on the literature I classified the approach to algebra that I was foregrounding in my classroom. I saw that this traditional methodology was limiting the scope of my students' outlook on algebra. I discovered more approaches to the early learning of algebra which could broaden my students' view of the subject This dissertation presents the followmg four approaches to introducing algebra: generalisation; problem solving; modeling and functions. The traditional approach is discussed as a part of generalisation. My research shows that elements of all of these approaches need to be included when introducing algebra. Often the approach to algebra is largely determined by the choice of textbook used. My analysis shows that many widely used textbooks tend to emphasise only one of the above four approaches. The dissertation notes the mistakes that are typically made by following each approach in addition to the haphazard errors made by students who are starting to learn algebra. Further light on the mistakes made by students is given by looking at how standard algebraic symbols developed over centunes of time. A teacher who is aware of the processes of her students learning algebra should be able to see beyond the mistakes that are made. She should encourage the learning of algebra as giving a broad conception of its disciplines and applications, and not as a narrow set of prescribed learned manipulations. DA - 2003 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 2003 T1 - Reflections on the introduction of Algebra in Grade 8 : a teacher's perspective TI - Reflections on the introduction of Algebra in Grade 8 : a teacher's perspective UR - http://hdl.handle.net/11427/6965 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/6965
dc.identifier.vancouvercitationCameron B. Reflections on the introduction of Algebra in Grade 8 : a teacher's perspective. [Thesis]. University of Cape Town ,Faculty of Humanities ,School of Education, 2003 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/6965en_ZA
dc.language.isoengen_ZA
dc.publisher.departmentSchool of Educationen_ZA
dc.publisher.facultyFaculty of Humanitiesen_ZA
dc.publisher.institutionUniversity of Cape Town
dc.subject.otherTeachingen_ZA
dc.titleReflections on the introduction of Algebra in Grade 8 : a teacher's perspectiveen_ZA
dc.typeMaster Thesis
dc.type.qualificationlevelMasters
dc.type.qualificationnameMPhilen_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourceThesisen_ZA
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