Thematic Working Group 6

Algebraic Thinking

Abraham Arcavi, Luciana Bazzini, Catherine Sackur
and Pessia Tsamir Algebraic thinking (Introduction) |
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Janet Ainley, Liz Bills and Kirsty Wilson Designing tasks for purposeful algebra |
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Giorgio T. Bagni Functions, processes, properties, objects: a case
study |
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Caroline Bardini The construction of meaning of algebraic symbolism
at different school levels. An epistemological and didactical approach |
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Luciana Bazzini and Pessia Tsamir Connections between theory and research findings:
the case of inequalities |
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Pilar Bolea, Marianna Bosch and Josep Gascón Why is modelling not included in the teaching of
algebra at secondary school? |
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Sonia P. Coelho, Silvia D. A. Machado, M. Cristina
S. A. Maranhão What algebra should be taught in teachers' courses? |
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Jean-Philippe Drouhard and Mabel Panizza What do the students need to know, in order to
be able to actually do algebra? The three orders of knowledge |
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Paolo Guidoni Explaining vs. understanding dynamics: The case
of elementary algebraic thinking |
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Maureen Hoch Structure sense |
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Teresia Jakobsson-Åhl Analyzing algebraic thinking in written solutions |
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Jarmila Novotná, Sara Hershkovitz and Pearla
Nesher Cognitive factors affecting problem solving at the
pre-algebraic level |
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Constanta Olteanu, Barbro Grevholm and Torgny Ottosson Algebra in upper secondary school: a study of teaches
teaching and student learning |
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Catherine Sackur, Maryse Maurel and Teresa Assude Are my students actually doing mathematics? |
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Ilya Sinitsky Pre-algebra combinatorial problems and algorithms
in primary school mathematics |
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Anna S. Steinweg `...the partner of 4 is plus 10 of this partner'
- Young children make sense of tasks on functional relations |
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Michal Tabach and Alex Friedlander The role of context in learning beginning algebra |
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Jukka Törnroos Finns and algebra in TIMSS 1999 |
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Introduction to Thematic Group 6