Document Type
Article
Language
eng
Format of Original
17 p.
Publication Date
6-2010
Publisher
Taylor & Francis
Source Publication
Pedagogies: An International Journal
Source ISSN
1554-4818
Original Item ID
doi: 10.1080/1554480X.2010.485724
Abstract
This paper discusses the approaches to teaching linear equation solving that are embedded in a Standards-based mathematics curriculum (Connected Mathematics Program or CMP) and in a traditional mathematics curriculum (Glencoe Mathematics) in the United States. Overall, the CMP curriculum takes a functional approach to teaching equation solving, while Glencoe Mathematics takes a structural approach. The functional approach emphasizes the important ideas of change and variation in situations and contexts. It also emphasizes the representation of relationships between variables. The structural approach, on the other hand, requires students to work abstractly with symbols and follow procedures in a systematic way. The CMP curriculum may be regarded as a curriculum with a pedagogy that emphasizes predominantly the conceptual aspects of equation solving, while Glencoe Mathematics may be regarded as a curriculum with a pedagogy that emphasizes predominantly the procedural aspects of equation solving. The two curricula may serve as concrete examples of functional and structural approaches, respectively, to the teaching of algebra in general and equation solving in particular.
Recommended Citation
Cai, Jinfa; Nie, Bikai; and Moyer, John, "The teaching of equation solving: approaches in Standards-based and traditional curricula in the United States" (2010). Mathematics, Statistics and Computer Science Faculty Research and Publications. 51.
https://epublications.marquette.edu/mscs_fac/51
ADA Accessible Version
Comments
Accepted version. Pedagogies: An International Journal, Vol. 5, No. 3 (2010): 170-186. DOI. © Taylor & Francis (Routledge). Used with permission.