Malara, N.A., Navarra, G. (2002). ArAl: a Project for an Early Approach to Algebraic Thinking
Malara, N.A., Navarra, G. (2002). ArAl: a Project for an Early Approach to Algebraic Thinking, Proc. Int.Conf. ‘The Humanistic Renaissance in Mathematics Education’, 20-25 Settembre 2002, Terrasini, Palermo, Italy. 228-233.
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International research in mathematics education, and in particular regarding algebraic teaching/ learning and its difficulties – at diverse ages from junior levels through to university – have underlined a widespread traditional teaching method quandary. Over the past twenty years, research has focalized on a large number of possible approaches that increment the meaning of the algebraic processes and objects. One of the principal ones is the linguistic approach, starting from the concept of algebra as a language. It is only recently that interest has been shown towards an early approach to algebra. Question and answers are being formulated, such as:
a) How early should early algebra be?
b) What are the advantages and disadvantages of an anticipated start?
c) How are the answers to these questions connected to theory of cognitive development and learning, and to the cultural and education traditions of teaching algebra?
d) Which algebra and algebraic thinking aspects should be part of an early algebraic education?
e) What consequences would an early algebraic education have on teachers and their training?
This final question summarizes one of the most crucial aspects connected to the implementation of innovative didactical sequences as those of the ArAl Project, which is situated within that theoretic frame that assumes the denomination of early algebra.
