The influence of learning theories on the teaching and learning of algebra

Material Information

Title:
The influence of learning theories on the teaching and learning of algebra
Series Title:
Journal of Authentic Learning
Creator:
Hallagan, Jean E. ( author )
Carlson, Lynn F. ( author )
Finnegan, Brenna ( author )
Nylen, David ( author )
Sochia, Sam ( author )
Publication Date:
Language:
English

Subjects

Subjects / Keywords:
authentic learning
algebra
middle school
high school
Genre:
Article

Notes

Abstract:
This paper reviews the influence of learning theories from cognitive science and constructivism on the teaching and learning of algebra. Through an artifact analysis, we document the changing nature of algebraic instruction. Four articles were randomly selected from each of the last three decades of the twentieth century, along with three from 2000-2005 to total fifteen articles analyzed All the articles analyzed had classroom teachers as an intended audience. The analysis showed that as the dominant learning theory shifted from cognitive science to constructivism, the use of authentic learning activities increased and reflected the influence of both rational and social constructivist learning theories.
General Note:
Submitted by Brian McDonald (bmcdonal@oswego.edu) on 2006-09-02.
General Note:
Made available in DSpace on 2006-09-02T14:30:43Z (GMT).

Record Information

Source Institution:
SUNY Oswego
Holding Location:
SUNY Oswego
Rights Management:
All applicable rights reserved by the source institution and holding location.
Resource Identifier:
1558-7320 ( issn )

Related Items

Related Item:
http://hdl.handle.net/1951/35267