Beruflich Dokumente
Kultur Dokumente
Structure of the lecture
• Different
Different conceptions of school algebra
conceptions of school algebra
The Teaching of Algebra (I) • Finding the general term of a sequence
• The model method and letter‐symbolic
h d l h d dl b li
algebra
Ng Swee Fong
Mathematics and Mathematics
Mathematics and Mathematics
Education Academic Group
The teaching of algebra I PGDE 2009 2
Different conceptions of school Different conceptions of school
algebra
l b algebra
l b
• Algebra
Algebra as generalised arithmetic
as generalised arithmetic • Why
Why is it important to understand these
is it important to understand these
• Algebra as a method to solve certain kinds of conceptions
word problems
word problems • An understanding of the different conceptions
An understanding of the different conceptions
• Algebra as a means to explore relationships of algebra
among quantities
ii – Will provide teachers a better understanding of
Will id t h b tt d t di f
the meaning of letters used in each of these
• Algebra as a study of structures
conceptions.
conceptions
– Will help teachers understand why they teach
algebra
The teaching of algebra I PGDE 2009 3 The teaching of algebra I PGDE 2009 4
Algebra as a method to solve certain
Algebra as generalised arithmetic
Algebra as generalised arithmetic
k d f
kinds of word problems
d bl
• The idea conveyed by
y y Mr Raman is 45 years older
y Now:
these series of than his son, Muthu. In 6 Let x be Muthu’s age.
years time, Muthu will be Mr Raman’s age is (45 + x)
identities is that in 1/4 his father’s age. How old
addition order is not
addition order is not is Muthu now?
is Muthu now? In 6 years time:
In 6 years time:
important. (x + 6) = ¼(45+x+6)
Conception of letters:
• In this conception
In this conception Unkno n to be sol ed
Unknown to be solved.
This can be variables are perceived Instruction to students:
generalized to as pattern generalizers. Solve for the unknown
• Instruction to students:
translate and generalize
The teaching of algebra I PGDE 2009 5 The teaching of algebra I PGDE 2009 6
Algebra as a means to explore Figure number Number of tiles
g
Figure number Number of tiles
relationships among quantities
l h Figure 1 5
Figure 1 3(1) + 2 (1)
Recursive rule
• Please see handout. Spend a • May used square tiles to make Figure 2
g 8
f
few minutes reading the task.
i t di th t k th f ll i fi
the following figures. After
Aft Fi
Figure 2
2 3(2) 2(1)
3(2) + 2(1)
making Figure 4, May said: If I Recursive rule
continue this pattern, there Figure 3 11
Figure 3 3(3) + 2(1)
will be 120 tiles in Figure 10.
g
• (a) Is May correct? Explain Figure 4 14
Figure 4 3(4) +2(1)
your answer.
• How could May have made Figure 5 ?
Figure 5
Figure 5 ?
this prediction?
• May then made another Figure 10 ?
Figure 10 ?
comment: If the pattern
continues there will be a
continues, there will be a Figure n ?
figure with 290 tiles Which Figure n ?
figure has 290 tiles? Useful mantra:
What remains the same?
Predictive rule
Predictive rule
What changes?
h h ?
No of tiles = 3 times the figure number + 2 times 1
The teaching of algebra I PGDE 2009 7 The teaching of algebra I PGDE 2009 8
Algebra as a means to explore Algebra as a means to explore
relationships among quantities relationships among quantities
l h
• There
There is a relationship between the number of
is a relationship between the number of • In this conception of
p • There are many routes
y
algebra, letters are to the predictive rule
tiles and the figure number. variables.
No of tiles = 3 times the figure number + 2 times 1
No of tiles = 3 times the figure number + 2 times 1 • Some letters are
l
• If n is the figure number then the number of independent variables • but the important
while others are
while others are ti
questions are
tiles is represented by f(n) where
il i d b f( ) h dependent variables
– What remains the
• is equivalent to • Students are expected same?
• to relate these variables – What changes?
and graph the function
The teaching of algebra I PGDE 2009 9 The teaching of algebra I PGDE 2009 10
Algebra as a means to explore
Algebra as the study of structures
Algebra as the study of structures
relationships among quantities
l h
• The letters are just arbitrary
• Students
Students find function notation f(n) extremely
find function notation f(n) extremely marks.
confusing. • No meanings needed.
• Just manipulate or justify
Just manipulate or justify
• We will talk more about this
• The number of tiles in a particular figure is a in the next lecture.
f
function of the figure number.
i f h fi b
• The language the teacher uses help students
understand the representations offered by the
objects.
The teaching of algebra I PGDE 2009 11 The teaching of algebra I PGDE 2009 12
The model method may complicate the learning
The model method and letter‐symbolic
The model method and letter symbolic algebra
algebra
of letter‐symbolic algebra
fl b li l b
• Distinctive
Distinctive feature of the Singapore primary
feature of the Singapore primary • Secondary
Secondary mathematics teachers find
mathematics teachers find
mathematics curriculum students’ knowledge of the model method
– Primary students can use a visual and concrete
Primary students can use a visual and concrete and other problem heuristics problematic
and other problem heuristics problematic.
mathematical object to solve algebra word • This is particularly true when teachers’
p
problems.
objective is for students to learn letter
objective is for students to learn letter‐
Mr Raman is 45 years symbolic algebra.
older than his son, Muthu.
I 6
In 6 years time, Muthu will
ti M th ill
be 1/4 his father’s age.
How old is Muthu now?
The teaching of algebra I PGDE 2009 13 The teaching of algebra I PGDE 2009 14
Model Method and Letter‐symbolic algebra – Model Method and Letter‐symbolic algebra –
the current situation
h i i the current situation
h i i
I don’t understand why I can’t use The model method is a primary school
x + ( x − 130) + ( x − 150) = 410 the model method. I spent the last 4 method. You must not use this in
3 x − 280 = 410 years learning the model method to secondary school. In secondary school,
solve these word problems. And I we use algebra.
3 x = 690 can get the answer just as well.
x = 230
A cow weighs 150 kg more than a dog.
A goat weighs 130 kg less than the cow.
Altogether the three animals weigh 410
kg. What is the mass of the cow?
The teaching of algebra I PGDE 2009 15 The teaching of algebra I PGDE 2009 16
Model Method and Letter‐symbolic algebra – Model Method and Letter‐symbolic algebra –
the current situation
h i i the current situation
h i i
• So
So what happens when students with
what happens when students with
knowledge of the model method meet letter‐
My teacher knows
My teacher knows YYou need to use
d symbolic algebra?
symbolic algebra?
best. I will use algebra algebra in the test.
• Study with 157 secondary two students from
six local secondary schools
six local secondary schools.
• Solved 10 algebra word problems.
The teaching of algebra I PGDE 2009 17 The teaching of algebra I PGDE 2009 18
Letter‐symbolic
Letter symbolic algebra
algebra – or is it?
or is it? Letter‐symbolic
Letter symbolic algebra
algebra – or is it?
or is it?
What does x
represent?
What happened
to the equal sign
The teaching of algebra I PGDE 2009 19 The teaching of algebra I PGDE 2009 20
Letter‐symbolic
Letter symbolic algebra
algebra – or is it?
or is it? Letter‐symbolic
Letter symbolic algebra
algebra – or is it?
or is it?
No semblance
whatsoever of
Poor definition of algebra.
the letter x.
Should be let the
cost of the shirt
be x
be x.
The teaching of algebra I PGDE 2009 21 The teaching of algebra I PGDE 2009 22
Letter‐symbolic
Letter symbolic algebra
algebra – or is it?
or is it? Letter‐symbolic
Letter symbolic algebra
algebra – or is it?
or is it?
Primary 5
Teachers’ comments:
We accept such
solutions because the
answer is correct.
i
Warning:
Compassion may help
students pass the
p
maths paper but will
not help students
succeed in higher
maths s ch as
maths such as
The teacher cannot fault A cow weighs 150 kg more than a dog. calculus, or in other
me. I did use x in my A goat weighs 130 kg less than the cow. field of studies that
solution. Altogether the three animals weigh 410 kg.
g g g require algebra.
What is the mass of the cow?
The teaching of algebra I PGDE 2009 23 The teaching of algebra I PGDE 2009 24
Letter‐symbolic
Letter symbolic algebra
algebra – or is it?
or is it? Conclusions from this study (1)
Conclusions from this study (1)
Fractions get in the • Students
Students continue to use the model method
continue to use the model method
way. By using the
model method, the
to solve algebra word problems.
student circumvent the
student circumvent the
need to use algebra.
• Students believe that to use algebra means to
Students believe that to use algebra means to
Other mathematical
knowledge may hinder
have letters of the alphabet in the solutions.
th
the use of algebra.
f l b
Teachers need to find
out students avoid
algebra.
g
The teaching of algebra I PGDE 2009 25 The teaching of algebra I PGDE 2009 26
27 The teaching of algebra I PGDE 2009 The teaching of algebra I PGDE 2009 28
Functional Magnetic Resonance
Functional Magnetic Resonance Imaging (2) Imaging (3): Results
( ) l
• Allows visualisation of brain activation that Similarities between the model & symbolic methods
correlates with the performance of cognitive
tasks
– Measures haemodynamic responses
¾Performance of cognitive task
¾Localised changes in cortical
¾Localised changes in cortical
tissues
– Increased metabolism
– Vasodilation
– Changes in blood oxygenation
level
– Changes in tissue magnetic
Changes in tissue magnetic
properties
29 The teaching of algebra I PGDE 2009 The teaching of algebra I PGDE 2009 30
Functional Magnetic Resonance Imaging (4): Functional Magnetic Resonance Imaging (5):
Diff
Differences Between Methods
B M h d Diff
Differences Between Methods
B M h d
Findings
• fMRI showed that adults used similar cognitive processes to
generate equations and model representations of problems.
• The main difference between the two heuristics is that the
The main difference between the two heuristics is that the
1.2
1
generation of algebraic equations had higher attentional
Estimates
0.8
0.6
demands.
• There was also evidence to suggest that the generation of
Th l id t t th t th ti f
Parameter E
0.4
0.2
0
1 2 3 4 5 6 7 8 9
equation drew more heavily on procedural production.
-0.2
-0.4
Area preferentially SC SE MC ME
Functional Magnetic Resonance Imaging (6): What is the profile of the students entering
Diff
Differences Between Methods
B M h d l
lower secondary?
d ?
• Conclusions • Those who are conversant with the model method
– Know how to use the model method to solve algebra word
– Although perceived as being more concrete or
problems
more “visual”
more visual in nature, the findings suggest the
in nature the findings suggest the
– Know the relationship between the rectangles and the
model method recruits very similar areas as does letters used in algebra
the letter‐symbolic algebra. – Try to use algebra to solve word problems, especially those
Try to use algebra to solve word problems especially those
– Findings suggest that the algebraic method is problems which are similar to the ones presented in
more demanding of visual attentional resources primary school.
and of proceduralised knowledge than the model – But what exactly is algebra! If the letter x appears in the
method. solution, then it is algebra.
The teaching of algebra I PGDE 2009 33 The teaching of algebra I PGDE 2009 34
Model Method and Letter‐symbolic
What is the function of the equation?
What is the function of the equation?
algebra
l b
• When teachers want students to use letter‐symbolic
y • The
The algebraic equation captures the
algebraic equation captures the
algebra to solve word problems, teachers must be aware
how the two methods are alike and how are they different.
information without having the need to solve
• Of the two methods, there are more rules to remember
for the unknown
for the unknown.
when using letter‐symbolic algebra • The model drawing has the same function. It
• Algebra has its own attending rules, different from those of
arithmetic. captures all the relevant information provided
captures all the relevant information provided
• Students of letter‐symbolic algebra must be ‘literate’ with in the text.
the rules governing the use of algebraic objects.
g g g j
• More importantly they need to know the limitations of the
model method.
• But what exactly is algebra!
But what exactly is algebra!
The teaching of algebra I PGDE 2009 35 The teaching of algebra I PGDE 2009 36
Model Method helps develop algebraic
thinking?
hi ki ?
Limitations of the model method
• The model drawing, like the
algebraic equation, focuses on
l b f
relationships and not merely on
the calculation of a numerical – Currently, while the model
drawing describes the
answer. information in the text the
information in the text, the
• They both focus on representing arithmetic equations do
not.
and solving a problem rather then
– Instead a series of step‐by‐
merely solving it. step equations are used to
p q
• They focus on both numbers and undo each operation until
unknowns rather than on the value of the unit is
found.
numbers alone. – It may be better to
• C
Currently, while the model
l hil h d l encourage students to set
t d t t t
drawing describes the up arithmetic equations
A cow weighs 150 kg more than a dog. A that describe the
information in the text, the information provided by
goat weighs 130 kg less than the cow.
arithmetic equations do not.
arithmetic equations do not. the model drawing.
the model drawing.
Al
Altogether the three animals weigh 410
h h h i l i h 410
kg. What is the mass of the cow?
The teaching of algebra I PGDE 2009 37 38 The teaching of algebra I PGDE 2009
Crossing the bridge from model to algebra: Crossing the bridge from model to algebra:
Unknown on one side of the equation
k id f h i U k
Unknown on both sides of the equation
b h id f h i
• Precursor to algebraic representation
Precursor to algebraic representation • Two companies rent photocopiers. The first charges $300 for
p p p g $
– If the mass of the dog is the chosen rental of the machine per month and $0.04 for each copy.
unit. The second charges $250 for the rental and $0.06 per copy.
1. For what number of copies per month would the price be the same?
1 For what number of copies per month would the price be the same?
2. If you are a heavy user of photocopies, which company is preferable?
Construct a system of equivalent
C t t t f i l t
A cow weighs 150 kg more than a equations.
dog. A goat weighs 130 kg less than – Make the link between the two Collect like terms.
the cow. Altogether the three animals methods. Now use the letter x to ((1)) Remove 250 from both sides
weigh 410 kg. What is the mass of the replace the unit rectangle. What is the of the equation.
cow? algebraic equation? (2) Remove 0.04x from both
sides of the equation.
Construct a system of equivalent (3) To extract x, divide both
To extract x divide both
equations. sides of the equation by
The teaching of algebra I PGDE 2009 39
0.02
The teaching of algebra I PGDE 2009 40
In conclusion
What are the strategies
What are the strategies
• Let early learners of algebra draw the model for a given • Singapore
Singapore’ss unique position
unique position
problem.
• Help the students see the relationship between the – Students’ knowledge of the model method serves
unit rectangle with the letter x. Can the letter x be
unit rectangle with the letter x. Can the letter x be as a bridge to learning letter symbolic algebra
as a bridge to learning letter symbolic algebra.
used to replace the unit rectangle?
• Then construct algebraic equation • Teachers need to help students understand
• To solve algebraic equation, construct a system of
T l l b i ti t t t f – the connection between the model method and
the connection between the model method and
equivalent equations. letter‐symbolic method
– The procedure of performing the same operation on both
sides of the equal sign emphasises the symmetry of the – where the two methods diverge
where the two methods diverge
equation – this does not happen with the arithmetic – What makes algebra algebraic
methods used by the students when they compute rather
than solve for x
than solve for x.
The teaching of algebra I PGDE 2009 41 The teaching of algebra I PGDE 2009 42