Cusi, A., Malara, N.A.. (2012). Educational processes to promote, among teachers and in the classes, a linguistic approach to algebra: behaviours, difficulties and awareness emerged in teachers
Cusi, A., Malara, N.A.. (2012). Educational processes to promote, among teachers and in the classes, a linguistic approach to algebra: behaviours, difficulties and awareness emerged in teachers, In Coulange, L., Drouhard, J.-P., Dorier, J.-L., Robert, A. (Eds.) Recherches en Didactique des Mathématiques, Numéro spécial hors-série, Enseignement de l’algèbre élémentaire: bilan et perspectives (pp.299-319). Grenoble: La Pensée Sauvage. ISSN 0246 – 9367.
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In this paper, we trace the changes in perspective that occurred in algebra teaching, sketching recent trends and discussing the increasingly complex role played by the teacher. We introduce our project (ArAl) both as a corpus of studies for a linguistic and socio-constructivist approach to early algebra and as an integrated system of teacher education. We present the methodology adopted in the project and introduce the multi-commented transcripts (MT) of class discussions, seen as a useful tool to promote teachers’ ability to
orchestrate early algebra discussions and to critically observe their own actions in the classroom. We provide an MT excerpt and analyse the related comments, highlighting behaviour and awareness emerging in the teacher. We conclude with some remarks about the value of our methodology and the conditions that determine its efficacy.
