Tilgange til tidlig algebra
DOI:
https://doi.org/10.7146/nomad.v24i3-4.149022Abstract
Undervisning af 6–12 årige i algebra og algebraisk tænkning har under betegnelsen ”tidlig algebra” gradvist etableret sig som forskningsområde og undervisningspraksis i et stigende antal lande. På basis af et hermeneutisk inspireret litteraturstudie karakteriserer denne artikel de indholdsmæssige tilgange til undervisning i tidlig algebra, som forskningslitteratur i perioden 1995–2017 giver. Analysen har resulteret i et rammeværk for tilgange til tidlig algebraundervisning, som præsenteres og diskuteres. Artiklen konkluderer bl.a., at undervisning i tidlig algebra typisk tager afsæt i elevers arbejde med tal, kvantiteter og/eller funktionelle sammenhænge, og at elevers algebraiske tænkning søges udviklet gennem aktiviteter, der enten har opdagelser af generelle egenskaber og egenskaber eller ræsonnementer vedrørende ukendte talstørrelser som fokus. Forskelle mellem de forskellige tilgange vedrører desuden den rolle, som repræsentationer og kontekster har i undervisningen.
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