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dc.contributor.authorHallagan, Jean E.
dc.contributor.authorCarlson, Lynn F.
dc.contributor.authorFinnegan, Brenna
dc.contributor.authorNylen, David
dc.contributor.authorSochia, Sam
dc.date.accessioned2006-09-02T14:30:43Z
dc.date.accessioned2022-08-12T09:45:56Z
dc.date.available2006-09-02T14:30:43Z
dc.date.available2022-08-12T09:45:56Z
dc.date.issued2006-08
dc.identifier.issn1558-7320
dc.identifier.urihttp://hdl.handle.net/1951/35267
dc.identifier.urihttp://hdl.handle.net/20.500.12648/7431
dc.description.abstractThis paper reviews the influence of learning theories from cognitive science and constructivism on the teaching and learning of algebra. Through an artifact analysis, we document the changing nature of algebraic instruction. Four articles were randomly selected from each of the last three decades of the twentieth century, along with three from 2000-2005 to total fifteen articles analyzed All the articles analyzed had classroom teachers as an intended audience. The analysis showed that as the dominant learning theory shifted from cognitive science to constructivism, the use of authentic learning activities increased and reflected the influence of both rational and social constructivist learning theories.en
dc.format.extent70446 bytes
dc.format.mimetypeapplication/pdf
dc.language.isoen_USen
dc.relation.ispartofseriesJournal of Authentic Learningen
dc.relation.ispartofseriesvol. 3, no. 1en
dc.subjectauthentic learningen
dc.subjectalgebraen
dc.subjectmiddle schoolen
dc.subjecthigh schoolen
dc.titleThe influence of learning theories on the teaching and learning of algebraen
dc.typeArticleen
refterms.dateFOA2022-08-12T09:45:56Z


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