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An Arithmetic-Algebraic Work Space for the Promotion of Arithmetic and Algebraic Thinking: Triangular Numbers
ARTICLE

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ZTIJOME Volume 48, Number 6, ISSN 1863-9690

Abstract

This paper presents an experiment that attempts to mobilise an arithmetic-algebraic way of thinking in order to articulate between arithmetic thinking and the early algebraic thinking, which is considered a prelude to algebraic thinking. In the process of building this latter way of thinking, researchers analysed pupils' spontaneous production using a triangular numbers activity. Based on a specific collaborative learning methodology, this study explores the possibility of constructing an Arithmetic-Algebraic Work Space around the process of constructing signs as framed by both activity theory and a technological approach, showing the spontaneous representations produced by seventh grade pupils and their evolution in a socio-cultural environment.

Citation

Hitt, F., Saboya, M. & Cortés Zavala, C. (2016). An Arithmetic-Algebraic Work Space for the Promotion of Arithmetic and Algebraic Thinking: Triangular Numbers. ZDM: The International Journal on Mathematics Education, 48(6), 775-791. Retrieved October 21, 2019 from .

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