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Commentary on Part III

  • John Mason
Part of the Advances in Mathematics Education book series (AME)

Abstract

Using parts of a structural approach developed by Bennett (1966, 1970) for understanding complex situations, traditional and visionary approaches to teaching algebra are compared and contrasted, informed by the chapters in this part. In particular, a four-term structure for activity is used to consider how a transition from traditional to visionary might be engineered on a global scale. This reveals some vital topics for further research. It is conjectured that a core stumbling block is the increasingly prevalent desire to be ‘told what to do’ rather than to appreciate structurally what makes different actions applicable in different situations.

Keywords

Mathematics Education Prospective Teacher Word Problem Goal State Mathematical Thinking 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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Copyright information

© Springer-Verlag Berlin Heidelberg 2011

Authors and Affiliations

  1. 1.Open UniversityMilton KeynesUK
  2. 2.University of OxfordOxfordUK

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