By Edgar L. Edwards

ISBN-10: 087353297X

ISBN-13: 9780873532976

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Immediately, a problem arises because of our traditional management of students and cuniculum by courses. We usually think of algebra as a course, compartmentalized in a sequence of traditional courses. Worse, we think of the preparation for algebra as a course, or a sequence of courses, called prealgebra. Even the title of this chapter implies that something exists between arithmetic and algebra, some content bridging a gap between the arithmetic of the elementary school and the junior high school or high school course in algebra.

Asks the student to replace the variable in the expression with a member of the replacement set and to compute the value of the rule or function for ENHANCING THE MAINTENANCE or SKILLS 37 that value of the independent variable. " We are viewing the variable as standing for a specific unknown, namely, the solution to the equation 14n + 8 = 625. If this solution gives a whole-number value of n, then the original physical problem posed has a solution, but if the solution to the mathematical equation is a fraction, the real problem has no solution.

The findings from naturalistic studies (Grouws and Cooney 1988) of classrooms suggest that teachers do not currently emphasize these processes. Although the Cockcroft Report (Committee of Inquiry into the Teaching of Mathematics in the Schools 1982) pertained to education in the United Kingdom, the wealth of information in that paper gives us ample suggestions for instructional routines. Mathematics teaching at all levels should include opportunities for• exposition by the teacher, • discussion between teacher and pupils and among pupils, • appropriate practical work • consolidation and practice of fundamental skills and routines, • problem solving, including the application of mathematics to everyday situations, and • investigative work.

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Algebra for Everyone: In-Service Handbook by Edgar L. Edwards

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