{"title":"从抽象代数到中学代数:搭建桥梁。","authors":"D. Christy, Rebecca Sparks","doi":"10.7916/JMETC.V6I2.617","DOIUrl":null,"url":null,"abstract":"The authors have experience with secondary mathematics teacher candidates struggling to make connections between the theoretical abstract algebra course they take as college students and the algebra they will be teaching in secondary schools. As a mathematician and a mathematics educator, the authors collaborated to create and implement a three-semester project to help secondary mathe matics teacher candidates inform their teaching using abstract algebra.","PeriodicalId":30179,"journal":{"name":"Journal of Mathematics Education at Teachers College","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2015-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"6","resultStr":"{\"title\":\"Abstract Algebra to Secondary School Algebra: Building Bridges.\",\"authors\":\"D. Christy, Rebecca Sparks\",\"doi\":\"10.7916/JMETC.V6I2.617\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"The authors have experience with secondary mathematics teacher candidates struggling to make connections between the theoretical abstract algebra course they take as college students and the algebra they will be teaching in secondary schools. As a mathematician and a mathematics educator, the authors collaborated to create and implement a three-semester project to help secondary mathe matics teacher candidates inform their teaching using abstract algebra.\",\"PeriodicalId\":30179,\"journal\":{\"name\":\"Journal of Mathematics Education at Teachers College\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2015-12-09\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"6\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Mathematics Education at Teachers College\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.7916/JMETC.V6I2.617\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Mathematics Education at Teachers College","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.7916/JMETC.V6I2.617","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
Abstract Algebra to Secondary School Algebra: Building Bridges.
The authors have experience with secondary mathematics teacher candidates struggling to make connections between the theoretical abstract algebra course they take as college students and the algebra they will be teaching in secondary schools. As a mathematician and a mathematics educator, the authors collaborated to create and implement a three-semester project to help secondary mathe matics teacher candidates inform their teaching using abstract algebra.
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