04861nam a22004695i 4500001001800000003000900018005001700027007001500044008004100059020001800100020001900118024003500137040000900172082001200181100003000193245013700223264003800360300002100398336002600419337002600445338003900471347002400510490004000534505042100574520288300995650001503878650001303893650001703906650001503923650002703938650001303965700002503978700002904003710003404032773002004066776003604086830004004122856010304162942001204265999001704277952009704294978-0-387-71254-3DE-He21320260521091936.0cr nn 008mamaa100301s2008    xxu|    s    |||| 0|eng d  a9780387712543  a997803877125437 a10.1007/978-0-387-71254-32doi  cCICY04a3702231 aFilloy, Eugenio.eauthor.10aEducational Algebrah[recurso electrónico] :bA Theoretical and Empirical Approach /cby Eugenio Filloy, Luis Puig, Teresa Rojano. 1aBoston, MA :bSpringer US,c2008.  bonline resource.  atextbtxt2rdacontent  acomputerbc2rdamedia  arecurso en líneabcr2rdacarrier  atext filebPDF2rda1 aMathematics Education Library ;v430 aCurriculum Design and Development for Studens, Teachers and Researchers -- Experimental Design -- Concrete Models and Abstraction Processes -- Teaching Models -- Algebraic Syntax and Solving Word Problems -- Cognitive Tendencies and Abstraction Processes -- Mathematical Sign Systems. Meaning and Sense -- Solving Arithmetic-Algebraic Problems -- Widening Perspectives -- References. A Deep Sea of Luminescent Ideas.  aGiven its abstract nature and the highly syntactical competence required by the use of symbolic algebra, research on its teaching and learning must rely on approaches that include semiotic concepts and analyses that recall the history of algebraic ideas, among others. Educational Algebra: A Theoretical and Empirical Approach deals with a theoretical perspective on the study of school algebra, in which both components (semiotics and history) occur. This perspective runs opposite to general theoretical models, since it submits components for the design of local frameworks for theoretical analysis. The Methodological design allows for the interpretation of specific phenomena and the inclusion, within such interpretative frameworks, of evidence not included in more general treatments. Such is the case of phenomena observed in subjects who are initiating the study of symbolic algebra, involving the production of personal sign systems at the intermediate level or the level previous to the mathematical sign system which is to be learned. Disciplines such as Linguistics, Logic, Psycholinguistics, Semiotics, general Cognitive Psychology, Mathematics Psychology, Mathematics Epistemology, History of Mathematics, and others have carried out research on the same topics approached by Mathematics Education and have redefined their results within the framework of their respective fields. Specifically, theorists in Linguistics, Information Processing and Didactics of Mathematics have done important work on the notion of code. Today, this notion is a key element to interpreting the idea of representation in the new explanatory models of cognitive problems placed by alternative teaching approaches, including those involving a technological environment. Additionally, Psycholinguistics and Artificial Intelligence in procedural models of human abilities have intended to explain how and why users of mathematical language naturally and commonly make mistakes in syntactical procedures. Educational Algebra: A Theoretical and Empirical Approach adds to previous developments with priority given to a pragmatic perspective on "meaning in use" over "formal meaning". The bulk of these approaches and others of similar nature have lead to a focus on competence rather than on a user's activity with mathematical language. Such a shift in perspective has fundamental implications on the way mathematical language is studied. Essentially, Grammar-the abstract formal system-and Pragmatics-the principles of the use of language-are complementary domains in this volume. Both are related to different teaching models, whether new or traditional, used in helping students to become competent users of Algebra. Because of this, Educational Algebra: A Theoretical and Empirical Approach will be of interest to researchers and practitioners within the mathematics education field. 0aEDUCATION. 0aALGEBRA. 0aMATHEMATICS.14aEDUCATION.24aMATHEMATICS EDUCATION.24aALGEBRA.1 aPuig, Luis.eauthor.1 aRojano, Teresa.eauthor.2 aSpringerLink (Online service)0 tSpringer eBooks08iPrinted edition:z9780387712536 0aMathematics Education Library ;v4340uhttp://dx.doi.org/10.1007/978-0-387-71254-3zVer el texto completo en las instalaciones del CICY  2ddccER  c34158d34158  00102ddc40708LEaCICYbCICYcELd2025-07-10l0o370r2025-07-10 08:40:12w2025-07-10yER