Cusi, A., Malara, N.A. e Navarra, G. (2011). Early Algebra: Theoretical Issues and Educational Strategies for Bringing the Teachers to Promote a Linguistic and Metacognitive approach to it
Cusi, A., Malara, N.A. e Navarra, G. (2011). Early Algebra: Theoretical Issues and Educational Strategies for Bringing the Teachers to Promote a Linguistic and Metacognitive approach to it. In J. Cai and E. Knuth (Eds.), Early Algebrailization: Cognitive, Curricular, and Instructional Perspectives. 483-510. Springer, 483-507, ISBN 978-3-642-17734-7.
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(i) After a brief overview of the studies which brought to the rise of early algebra, (ii) the issues of socio-constructive teaching as well as of the more complex role of the teacher are discussed and the importance of reflecting upon teaching and learning processes for the professional development of teachers is underlined. (iii) Our view on early algebra and our studies about it are then introduced, highlighting the role played by metacognition in both pupils’ conquest of the mathematical meanings that emerge from the classroom- based action and teachers’ development of a capacity of having control of and predicting the effects of their own actions. (iv) We dwell on both instruments and modalities we used to lead teachers to reflect upon the impact of their own behaviours on pupils’ mathematical constructions, and (v), in this concern, we underline the high value of analytical comments made by teachers in written form on the transcripts of classroom- based processes.
