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Development of algebraic thinking: opportunities offered by the Swedish curriculum and elementary mathematics textbooks
Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.ORCID iD: 0000-0002-8169-5670
Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.ORCID iD: 0000-0003-1191-5700
Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. Åbo Akademi University, Åbo, Finland.ORCID iD: 0000-0003-0120-9829
2019 (English)In: Nordisk matematikkdidaktikk, NOMAD: [Nordic Studies in Mathematics Education], ISSN 1104-2176, Vol. 24, no 1, p. 27-49Article in journal (Refereed) Published
Abstract [en]

In search of the reasons for Swedish students’ low achievement in algebra in inter-national and national evaluations, we investigate how the development of algebraic thinking is addressed in the Swedish national mathematics curriculum and two widely used mathematics textbook series for grades 1–6 in Sweden. The analytical tool used is based on the classification of ”big ideas” which research has shown as important for developing pupils’ algebraic understanding in early school grades. The results show that functional thinking, expressions, and equations are well represented topics both in the curriculum and the textbooks; however generalized arithmetic is a topic that is poorly developed in both the curriculum and the textbooks.

Place, publisher, year, edition, pages
2019. Vol. 24, no 1, p. 27-49
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URN: urn:nbn:se:uu:diva-377441OAI: oai:DiVA.org:uu-377441DiVA, id: diva2:1290139
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Swedish Research Council, 2015-02043Available from: 2019-02-19 Created: 2019-02-19 Last updated: 2019-03-27Bibliographically approved

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Bråting, KajsaMadej, LarsHemmi, Kirsti
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CiteExportLink to record
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