MESHGuides

The demands of moving from the concrete world of arithmetic to the abstract world of the unknown can not be underestimated. The movement to the abstract world requires the learner to re-evaluate their cognitive schemas and this places an additional burden when learning algebra.

This is a question that virtually every pupil I have ever taught as asked. It is relatively easy for the mathematics teacher to surf the internet to give a list of reasons (for example https://cedartutoring.com/uncategorized/why-is-algebra-important-the-reasons-why-it-is-vital-to-learn/ ).

Three key ideas have recently started to emerge in the research literature where the teaching of Algebra should be

Relate reverse operations to equation solving

pictorial equation solving

and

using both arithmetic and algebraic approaches to solve problems

https://www.scirp.org/journal/paperinformation?paperid=53882

A pupil’s literacy, word comprehension is a major factor in determining whether a pupil can accurately interpret an abstract problem. As noted by Ying,et al. (2020) in their research with 10 year olds,

Three more than four times should be translated to 4x + 3 but the students misunderstood the questions and identified the solution as 3 × 4 instead.

Additionally, societal pressures beliefs and conceptions often taint the learner before they even start to study the topic. The number of times I have heard adults

Introduction – What is Algebra?

I remember clearly at the age of 11, my first day in secondary school, going home to ask my dad “What is this x² all about, dad?” and getting the reply “Son you are on your own!” At that point I can also remember thinking the next 5 years is going to be really hard work, and that was my perception as someone who enjoyed mathematics. Nevertheless, the teacher by the end of that first year had the class confidently reproducing the proof of the quadratic formula for solving a quadratic equation.

Alison Hardy

Design and Technology (D&T) teachers looking to engage with current research in their field have several excellent resources available. This guide highlights four key journals that publish D&T education research, as well as tips for accessing and reading research articles.

Why Engage with D&T Education Research?

Reading current research can:

Networks and Social Media Groups

Archer Exchange Network: hosted via Mighty networks, connecting D&T teachers in England and beyond.

Jamble D&T – a private group, that is “a place to meet other D&T teachers, find out about jobs, organise courses, set up small networks, collaborate on project ideas and generally share our passion”.

Scottish CDT Teachers

Subject Associations

Alison Hardy from Nottingham Trent University has brought together a world wide network of Design and Technology educators to produce this Guide which supports benchmarking of practices between countries. The Guide challenges the reader to consider the role of the subject in the school curriculum for different age groups and the impact of the subject on children’s understanding of the world they interact with. In addition, the reader might like to consider the potential impact of the learning children gain from this subject on the economic well being and development of every country. 

Alison Hardy

Knowledge and Learning

How different types of knowledge develop and integrate in D&T

• How do conceptual and procedural knowledge build over time?
• What progression models work best in different contexts?
• How does design and technology capability emerge?

Teaching Approaches

Evidence-based pedagogical strategies