Beyond Formulas in Mathematics and Teaching: Dynamics of the High School Algebra Classroom

By David Carraher. 2001

176 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/93320e51e0b66b39d44d3f1c62768d0b6eb3b72e

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Citations in the corpus

Algebra in the Middle School: Developing Functional Relationships Through Quantitative Reasoning (2011, background): “Focusing on relationships between quantities, rather than on numbers disconnected from meaningful referents, can ground the study of algebra in people’s conceptions of their experiential worlds (Chazan 2000).”
Handbook of research on the psychology of mathematics education: past, present and future (2006, background): “Further research (Yerushalmy & Shternberg, 2001), as well as the long-term observations of Chazan (2000), has led Yerushalmy (2000) to argue that, “a curricular sequence of algebra based on functions might have to address more subtleties and transitions than initially expected ... and that the…”
Engaging Students in Proving: A Double Bind on the Teacher (2002, background): “Those observations are still a relevant baseline description of how proof has been taught and learned in the last few decades (Chazan, 2000; Schoenfeld, 1987; Sekiguchi, 1991).”
Mathematical Caring Relations in Action (2010, methodology): “Like many researchers, I have used my own teaching as a study site (e.g., Ball & Wilson, 1996; Chazan, 2000; Tzur, 2004).”
Reasoning about variation in the intensity of change in covarying quantities involved in rate of change (2012, background): “In contrast, Chazan (2000) provided a dynamic perspective, characterizing functions as “relationships between quantities [italics added] where output variables depend unambiguously on input variables” (p. 84).”
Supporting Algebraic Reasoning through Personalized Story Scenarios: How Situational Understanding Mediates Performance (2013, background): “Second, research has demonstrated the powerful ways in which algebraic reasoning can be developed based on students’ everyday experiences interacting with the world (Bardini, Pierce, & Stacey, 2004; Carraher et al., 2006; Chazan, 2000; Lampert, 2001; Moses & Cobb, 2001).”
Supporting Teacher Noticing of Students' Mathematical Strengths (2016, background): “…whom they worked were mostly working class and students of color, it is reasonable to imagine these teachers might be additionally challenged to perceive and interpret moments of classroom activity as strengths and potential resources for learning (Chazan, 2000; Hand, 2012; Ladson-Billings, 1994).”
"Playing the game" of story problems: Coordinating situation-based reasoning with algebraic representation (2012, background): “A critique of traditional algebra instruction and a promising approach for helping students to utilize out-of-school experiences and coordinate them with more formal mathematical models is discussed in Chazan (1999, 2000).”
Describing Levels and Components of a Math-Talk Learning Community. (2004, background): “For example, research documents that when teachers open up their classroom to students’ ideas, it can be difficult to manage the mathematical direction that instruction takes (Chazan, 2000; Sherin, 2002a; Stein, Engle, Smith & Hughes, 2008).”
Proving and Doing Proofs in High School Geometry Classes: What Is It That Is Going On for Students? (2006, background): “As scholars of mathematics teaching have forcefully argued (Ball, 1993; Chazan, 2000; Chazan & Ball, 1999; Herbst, 2003; Lampert, 1985, 2001) these phenomena are symptomatic of the functioning of mathematics instruction—a system too complex to account its shortcomings to the personal qualities of it”