Assistant Professor of Mathematics Department, Central Tehran Branch of Islamic Azad University
Abstract
Abstract: This study explores the process of change of grades 3 to 5 elementary teachers, who participated in a professional development program "Algebraic Thinking: Foundation of Elementary Mathematics". Algebraic thinking as a functional thinking was the centerpiece of the program. The “Concern Base Adaptation Model” (CBAM) was used as methodology. The results of the study showed the significant changes in information, program management and task designing of teachers. Significantly, their understanding about functional thinking progressed. Finally a model was designed for integrating functional thinking in elementary mathematics curriculum as a result of this study.
Asghari,N. (2014). Developing a model to enhance elementary teachers’ ability to foster functional thinking and algebraic reasoning in elementary students. Theory and Practice in the Curriculum, 2(3), 141-162.
MLA
Asghari,N. . "Developing a model to enhance elementary teachers’ ability to foster functional thinking and algebraic reasoning in elementary students", Theory and Practice in the Curriculum, 2, 3, 2014, 141-162.
HARVARD
Asghari N. (2014). 'Developing a model to enhance elementary teachers’ ability to foster functional thinking and algebraic reasoning in elementary students', Theory and Practice in the Curriculum, 2(3), pp. 141-162.
CHICAGO
N. Asghari, "Developing a model to enhance elementary teachers’ ability to foster functional thinking and algebraic reasoning in elementary students," Theory and Practice in the Curriculum, 2 3 (2014): 141-162,
VANCOUVER
Asghari N. Developing a model to enhance elementary teachers’ ability to foster functional thinking and algebraic reasoning in elementary students. TPC, 2014; 2(3): 141-162.
