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Abstract:

The purpose of the present article is to give an account of the emergence of knowledge pertaining to the transition from arithmetic to algebra in the course of a debate in a grade 7 classroom. This debate follows two other instances of work: (1) the adidactic interaction between each student and a given problem, (2) the adidactic interaction of each student with the procedures generated by other students during stage 1. The two kinds of processes - adaptation to a milieu and social interactions - play a critical role in the change of "rationality" required for the move from arithmetic to algebra. Both the design of the initial mathematical problem given to the students and the organization of the interactions leading to the debate under study in this article are based on this hypothesis. The research presented in this article is set in a broader work of didactic engineering that aims at studying didactic conditions for making a connection between arithmetic practices and algebraic practices. © Springer 2005.

Registro:

Documento: Artículo
Título:The adidactic interaction with the procedures of peers in the transition from arithmetic to algebra: A milieu for the emergence of new questions
Autor:Sadovsky, P.; Sessa, C.
Filiación:Facultad de Ciencias Exactas y Naturales, Universidad de Buenos Aires, Gobierno de la Ciudad de Buenos Aires, Argentina
Palabras clave:Interaction with procedures of peers; Milieu as generator of new questions; Theory of didactic situations; Transition from arithmetic to algebra
Año:2005
Volumen:59
Número:1-3
Página de inicio:85
Página de fin:112
DOI: http://dx.doi.org/10.1007/s10649-005-5886-2
Título revista:Educational Studies in Mathematics
Título revista abreviado:Educ. Stud. Math.
ISSN:00131954
Registro:https://bibliotecadigital.exactas.uba.ar/collection/paper/document/paper_00131954_v59_n1-3_p85_Sadovsky

Referencias:

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Citas:

---------- APA ----------
Sadovsky, P. & Sessa, C. (2005) . The adidactic interaction with the procedures of peers in the transition from arithmetic to algebra: A milieu for the emergence of new questions. Educational Studies in Mathematics, 59(1-3), 85-112.
http://dx.doi.org/10.1007/s10649-005-5886-2
---------- CHICAGO ----------
Sadovsky, P., Sessa, C. "The adidactic interaction with the procedures of peers in the transition from arithmetic to algebra: A milieu for the emergence of new questions" . Educational Studies in Mathematics 59, no. 1-3 (2005) : 85-112.
http://dx.doi.org/10.1007/s10649-005-5886-2
---------- MLA ----------
Sadovsky, P., Sessa, C. "The adidactic interaction with the procedures of peers in the transition from arithmetic to algebra: A milieu for the emergence of new questions" . Educational Studies in Mathematics, vol. 59, no. 1-3, 2005, pp. 85-112.
http://dx.doi.org/10.1007/s10649-005-5886-2
---------- VANCOUVER ----------
Sadovsky, P., Sessa, C. The adidactic interaction with the procedures of peers in the transition from arithmetic to algebra: A milieu for the emergence of new questions. Educ. Stud. Math. 2005;59(1-3):85-112.
http://dx.doi.org/10.1007/s10649-005-5886-2