Previous studies on integrating algebra and proof are scant, nonetheless promising, in regards to students’ production of algebraic proofs. In this study, a group of 9 high school students (9th and 10th graders) participated in fifteen one-hour-long lessons carried out by the author at a school in the Greater Boston area, Massachusetts, United States of America. The overarching research question of the study is: what are the consequences of an integrated approach to algebra and proof on students’ mathematical knowledge while they worked on math tasks from the “Calendar Sequence”? In particular, the goal of this study is to describe students' mathematical processes. In doing so, the author describes how students modeled the mathematical tasks using multiple variables and parameters. In addition, Dr. Martinez describes how students use equivalent expressions while engaged in producing and proving conjectures. The results of the teaching experiment provide promising evidence that students produced their own conjectures and meaningfully used algebra as a tool to prove.

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Dr. Mara V. Martinez is an Assistant Professor in the Mathematics, Statistics and Computer Science Department at the University of Illinois - Chicago, USA. Her research interests are focused on the teaching and learning of algebra and proof, as well as the design and use of video-cases in teacher education.

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**Book Description **Condition: New. Publisher/Verlag: LAP Lambert Academic Publishing | A Teaching Experiment | Previous studies on integrating algebra and proof are scant, nonetheless promising, in regards to students production of algebraic proofs. In this study, a group of 9 high school students (9th and 10th graders) participated in fifteen one-hour-long lessons carried out by the author at a school in the Greater Boston area, Massachusetts, United States of America. The overarching research question of the study is: what are the consequences of an integrated approach to algebra and proof on students mathematical knowledge while they worked on math tasks from the Calendar Sequence ? In particular, the goal of this study is to describe students' mathematical processes. In doing so, the author describes how students modeled the mathematical tasks using multiple variables and parameters. In addition, Dr. Martinez describes how students use equivalent expressions while engaged in producing and proving conjectures. The results of the teaching experiment provide promising evidence that students produced their own conjectures and meaningfully used algebra as a tool to prove. | Format: Paperback | Language/Sprache: english | 120 pp. Seller Inventory # K9783846553008

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**Book Description **LAP Lambert Academic Publishing Jan 2012, 2012. Taschenbuch. Condition: Neu. Neuware - Previous studies on integrating algebra and proof are scant, nonetheless promising, in regards to students production of algebraic proofs. In this study, a group of 9 high school students (9th and 10th graders) participated in fifteen one-hour-long lessons carried out by the author at a school in the Greater Boston area, Massachusetts, United States of America. The overarching research question of the study is: what are the consequences of an integrated approach to algebra and proof on students mathematical knowledge while they worked on math tasks from the Calendar Sequence In particular, the goal of this study is to describe students' mathematical processes. In doing so, the author describes how students modeled the mathematical tasks using multiple variables and parameters. In addition, Dr. Martinez describes how students use equivalent expressions while engaged in producing and proving conjectures. The results of the teaching experiment provide promising evidence that students produced their own conjectures and meaningfully used algebra as a tool to prove. 264 pp. Englisch. Seller Inventory # 9783846553008

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**Book Description **LAP Lambert Academic Publishing Jan 2012, 2012. Taschenbuch. Condition: Neu. Neuware - Previous studies on integrating algebra and proof are scant, nonetheless promising, in regards to students production of algebraic proofs. In this study, a group of 9 high school students (9th and 10th graders) participated in fifteen one-hour-long lessons carried out by the author at a school in the Greater Boston area, Massachusetts, United States of America. The overarching research question of the study is: what are the consequences of an integrated approach to algebra and proof on students mathematical knowledge while they worked on math tasks from the Calendar Sequence In particular, the goal of this study is to describe students' mathematical processes. In doing so, the author describes how students modeled the mathematical tasks using multiple variables and parameters. In addition, Dr. Martinez describes how students use equivalent expressions while engaged in producing and proving conjectures. The results of the teaching experiment provide promising evidence that students produced their own conjectures and meaningfully used algebra as a tool to prove. 264 pp. Englisch. Seller Inventory # 9783846553008

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**Book Description **LAP Lambert Academic Publishing Jan 2012, 2012. Taschenbuch. Condition: Neu. This item is printed on demand - Print on Demand Neuware - Previous studies on integrating algebra and proof are scant, nonetheless promising, in regards to students production of algebraic proofs. In this study, a group of 9 high school students (9th and 10th graders) participated in fifteen one-hour-long lessons carried out by the author at a school in the Greater Boston area, Massachusetts, United States of America. The overarching research question of the study is: what are the consequences of an integrated approach to algebra and proof on students mathematical knowledge while they worked on math tasks from the Calendar Sequence In particular, the goal of this study is to describe students' mathematical processes. In doing so, the author describes how students modeled the mathematical tasks using multiple variables and parameters. In addition, Dr. Martinez describes how students use equivalent expressions while engaged in producing and proving conjectures. The results of the teaching experiment provide promising evidence that students produced their own conjectures and meaningfully used algebra as a tool to prove. 264 pp. Englisch. Seller Inventory # 9783846553008