This paper compares the nature of the transformational algebraic activities addressed in four beginning algebra classes that used the same innovative algebra curriculum materials. Two classes were taught by one teacher; the other two by another teacher. We developed categories of transformation-related ideas and used them to analyze the transformational activities enacted in each class. The analysis reveals that some ideas were addressed in all classes, whereas others were addressed in only some of the classes. Moreover, in the case of one teacher, transformation-related ideas were addressed similarly in her two classes, whereas major differences were found between the two classes of the other teacher. The findings suggest that the differences found between teachers and between classes of the same teacher are related to complex interactions among the teachers, the curriculum, and the classes.
|Title of host publication||Proceedings of the 32nd Annual Conference of the North American Chapter of the International Group for the Psychology of Mathematics Education (PMENA)|
|Editors||Patricia Brosnan, Diana B. Erchick, Lucia Flevares|
|Place of Publication||Columbus, Ohio, US|
|Publisher||Columbus : The Ohio State University Press|
|Number of pages||8|
|State||Published - 2010|