Abstract
During the nineteenth century, the study of algebra moved into the secondary school curriculum as colleges and universities began to require it for admission (Kilpatrick and Iszák 2008). Coming after an extensive treatment of arithmetic in the elementary grades, school algebra was commonly introduced formally as a generalization of that arithmetic, with an emphasis on symbol manipulation and equation solving. Given the well-established status of algebra in the secondary curriculum, mathematics educators today confront the question of, in the words of Subramaniam and Banerjee, how “to manage the transition from arithmetic to symbolic algebra.”
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© 2011 Springer-Verlag Berlin Heidelberg
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Kilpatrick, J. (2011). Commentary on Part I. In: Cai, J., Knuth, E. (eds) Early Algebraization. Advances in Mathematics Education. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-17735-4_8
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DOI: https://doi.org/10.1007/978-3-642-17735-4_8
Publisher Name: Springer, Berlin, Heidelberg
Print ISBN: 978-3-642-17734-7
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