Source: Mathematics Education Research Group of Australasia. 2014Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (37th, Sydney, New6

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Editorial & Opinion

Dialectics Between Theory and Practice: Theoretical Issues and Aspects of Practice from an Early Algebra Project

Authors : Malara, Nicolina A.

Subjects: Theory Practice Relationship; Algebra; Teacher RoleItaly

Source: International Group for the Psychology of Mathematics Education. 2003 1.16

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Report

Open Ended Realistic Division Problems, Generalisation and Early Algebra

Authors : Cooper, Tom

Subjects: Algebra; Generalization; Mathematics InstructionAustralia

Source: International Group for the Psychology of Mathematics Education. 2003 2.8

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Academic Journal

Perspectives on Pre-Service Teacher Knowledge for Teaching Early Algebra

Authors : McAuliffe, Sharon; Lubben, Fr

Subjects: Preservice Teachers; Pedagogical Content Knowledge; AlgebraSouth Africa

Source: Perspectives in Education. Sep 2013 31(3):155-169.15

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Academic Journal

Mathematical Knowledge of Pre-Service Early Childhood and Primary Education Teachers: An Approach Based on the Design of Tasks Involving Patterns

Authors : Pincheira, Nataly; Alsina, Ángel

Subjects: Mathematics Education; Preservice Teachers; Early Childhood TeachersChile

Source: Australian Journal of Teacher Education. Aug 2022 47(8):50-69.21

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Academic Journal

Exploring Quantitative Relationship through Area Conservation Activity

Authors : Sari, Puspita (ORCID 0000-0002-3697-5796); Fong, Ng Swee (ORCID 0000-0002-9404-4770)

Subjects: Algebra; Mathematical Logic; Mathematics SkillsIndonesia

Source: Journal on Mathematics Education. 2022 13(1):31-50.20

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نتائج البحث

فلترة النتائج

Assessing Knowledge to Teach Early Algebra from the Mathematical Knowledge for Teaching (MKT) Perspective: A Support Tool for Primary School Teachers

Students' Learning Obstacles in Solving Early Algebra Problems: A Focus on Functional Thinking

Early Algebra: Repeating Pattern and Structural Thinking at Foundation Phase

Closing the Gap on the Map: Davydov's Contribution to Current Early Algebra Discourse in Light of the 1960s Soviet Debates over Word-Problem Solving

The Effect of Professional Learning on Early Algebra Teachers' Content Knowledge in Nigeria

Dialectics Between Theory and Practice: Theoretical Issues and Aspects of Practice from an Early Algebra Project

Open Ended Realistic Division Problems, Generalisation and Early Algebra

Perspectives on Pre-Service Teacher Knowledge for Teaching Early Algebra

Mathematical Knowledge of Pre-Service Early Childhood and Primary Education Teachers: An Approach Based on the Design of Tasks Involving Patterns

Exploring Quantitative Relationship through Area Conservation Activity

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