A NARRATIVE LITERATURE REVIEW OF CONTEMPORARY HISTORIC-EPISTEMOLOGICAL STUDIES ON ALGEBRA: SOME IMPLICATIONS FOR MATHEMATICS EDUCATION

A NARRATIVE LITERATURE REVIEW OF CONTEMPORARY HISTORIC-EPISTEMOLOGICAL STUDIES ON ALGEBRA: SOME IMPLICATIONS FOR MATHEMATICS EDUCATION

Various approaches to teaching and learning of Algebra within Mathematics Education come from classical studies in the History of Mathematics. Consequently, in this second discipline, a narrative literature review of contemporary sources, between 2000 and 2018, in prominent data bases and journals w...

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Autores principales: López Acosta, Luis Alberto, Montiel-Espinosa, Gisela
Formato: Online
Idioma:eng
Publicado: Universidad de Costa Rica 2024
Acceso en línea:https://revistas.ucr.ac.cr/index.php/cifem/article/view/59564
id CIFEM59564
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spelling CIFEM595642024-08-22T14:46:45Z A Narrative Literature Review of Contemporary Historico-Epistemological Studies on Elementary Algebra: Some Implications for Mathematics Education A NARRATIVE LITERATURE REVIEW OF CONTEMPORARY HISTORIC-EPISTEMOLOGICAL STUDIES ON ALGEBRA: SOME IMPLICATIONS FOR MATHEMATICS EDUCATION López Acosta, Luis Alberto Montiel-Espinosa, Gisela Various approaches to the teaching and learning of algebra within Mathematics Education come from classical studies in the History of Mathematics. For this reason, a review of contemporary sources in this second discipline was carried out to determine new elements that could contribute to the strengthening of these approaches. We report in this paper at least six considerations that can be problematized from the perspective of Mathematics Education, which generate new routes of investigation and that with them could contribute significantly to a more robust and profound understanding of algebraic activity in general, and positively impact on mathematical education. Various approaches to teaching and learning of Algebra within Mathematics Education come from classical studies in the History of Mathematics. Consequently, in this second discipline, a narrative literature review of contemporary sources, between 2000 and 2018, in prominent data bases and journals was carried out to identify new elements that could contribute to the strengthening of these approaches. We focused this review on the contributions of recent renowned mathematics historians that have had immersed in new findings related to the development of Algebra. In this paper, we present at least six considerations that can be problematized from the perspective of Mathematics Education, which generate new routes of investigation that could contribute significantly to a more robust and profound understanding of algebraic activity in general, and positively impact on the understanding of development of algebraic activity in mathematical education. Universidad de Costa Rica 2024-08-22 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Article application/pdf https://revistas.ucr.ac.cr/index.php/cifem/article/view/59564 Cuadernos de Investigación y Formación en Educación Matemática; Vol. 17 No. 2 (2024): Cuadernos de Investigación y Formación en Educación Matemática; 7-34 Cuadernos de Investigación y Formación en Educación Matemática; Vol. 17 Núm. 2 (2024): Cuadernos de Investigación y Formación en Educación Matemática; 7-34 2215-5627 1659-2573 eng https://revistas.ucr.ac.cr/index.php/cifem/article/view/59564/61030 Derechos de autor 2024 Cuadernos de Investigación y Formación en Educación Matemática
institution Universidad de Costa Rica
collection Cuadernos de Investigación y Formación en Educación Matemática
language eng
format Online
author López Acosta, Luis Alberto
Montiel-Espinosa, Gisela
spellingShingle López Acosta, Luis Alberto
Montiel-Espinosa, Gisela
A NARRATIVE LITERATURE REVIEW OF CONTEMPORARY HISTORIC-EPISTEMOLOGICAL STUDIES ON ALGEBRA: SOME IMPLICATIONS FOR MATHEMATICS EDUCATION
author_facet López Acosta, Luis Alberto
Montiel-Espinosa, Gisela
author_sort López Acosta, Luis Alberto
description Various approaches to teaching and learning of Algebra within Mathematics Education come from classical studies in the History of Mathematics. Consequently, in this second discipline, a narrative literature review of contemporary sources, between 2000 and 2018, in prominent data bases and journals was carried out to identify new elements that could contribute to the strengthening of these approaches. We focused this review on the contributions of recent renowned mathematics historians that have had immersed in new findings related to the development of Algebra. In this paper, we present at least six considerations that can be problematized from the perspective of Mathematics Education, which generate new routes of investigation that could contribute significantly to a more robust and profound understanding of algebraic activity in general, and positively impact on the understanding of development of algebraic activity in mathematical education.
title A NARRATIVE LITERATURE REVIEW OF CONTEMPORARY HISTORIC-EPISTEMOLOGICAL STUDIES ON ALGEBRA: SOME IMPLICATIONS FOR MATHEMATICS EDUCATION
title_short A NARRATIVE LITERATURE REVIEW OF CONTEMPORARY HISTORIC-EPISTEMOLOGICAL STUDIES ON ALGEBRA: SOME IMPLICATIONS FOR MATHEMATICS EDUCATION
title_full A NARRATIVE LITERATURE REVIEW OF CONTEMPORARY HISTORIC-EPISTEMOLOGICAL STUDIES ON ALGEBRA: SOME IMPLICATIONS FOR MATHEMATICS EDUCATION
title_fullStr A NARRATIVE LITERATURE REVIEW OF CONTEMPORARY HISTORIC-EPISTEMOLOGICAL STUDIES ON ALGEBRA: SOME IMPLICATIONS FOR MATHEMATICS EDUCATION
title_full_unstemmed A NARRATIVE LITERATURE REVIEW OF CONTEMPORARY HISTORIC-EPISTEMOLOGICAL STUDIES ON ALGEBRA: SOME IMPLICATIONS FOR MATHEMATICS EDUCATION
title_sort narrative literature review of contemporary historic-epistemological studies on algebra: some implications for mathematics education
title_alt A Narrative Literature Review of Contemporary Historico-Epistemological Studies on Elementary Algebra: Some Implications for Mathematics Education
publisher Universidad de Costa Rica
publishDate 2024
url https://revistas.ucr.ac.cr/index.php/cifem/article/view/59564
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