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31	An investigation into the solving of polynomial equations and the implications for secondary school mathematics Maharaj, Aneshkumar 06 1900 (has links) This study investigates the possibilities and implications for the teaching of the solving of polynomial equations. It is historically directed and also focusses on the working procedures in algebra which target the cognitive and affective domains. The teaching implications of the development of representational styles of equations and their solving procedures are noted. Since concepts in algebra can be conceived as processes or objects this leads to cognitive obstacles, for example: a limited view of the equal sign, which result in learning and reasoning problems. The roles of sense-making, visual imagery, mental schemata and networks in promoting meaningful understanding are scrutinised. Questions and problems to solve are formulated to promote the processes associated with the solving of polynomial equations, and the solving procedures used by a group of college students are analysed. A teaching model/method, which targets the cognitive and affective domains, is presented. / Mathematics Education / M.A. (Mathematics Education) Solving of polynomial equations Historical perspective Subject didactical perspective Understanding in mathematics Procedural and structural thinking Mental schemata Approaches/methods of teaching Procedures in algebra Secondary school mathematics Factorisation and simplification Mathematics education 512.9420712 Polynomials Quintic equations Fundamental theorem of algebra Finite fields (Algebra) Factorization (Mathematics)
32	An investigation into the solving of polynomial equations and the implications for secondary school mathematics Maharaj, Aneshkumar 06 1900 (has links) This study investigates the possibilities and implications for the teaching of the solving of polynomial equations. It is historically directed and also focusses on the working procedures in algebra which target the cognitive and affective domains. The teaching implications of the development of representational styles of equations and their solving procedures are noted. Since concepts in algebra can be conceived as processes or objects this leads to cognitive obstacles, for example: a limited view of the equal sign, which result in learning and reasoning problems. The roles of sense-making, visual imagery, mental schemata and networks in promoting meaningful understanding are scrutinised. Questions and problems to solve are formulated to promote the processes associated with the solving of polynomial equations, and the solving procedures used by a group of college students are analysed. A teaching model/method, which targets the cognitive and affective domains, is presented. / Mathematics Education / M.A. (Mathematics Education) Solving of polynomial equations Historical perspective Subject didactical perspective Understanding in mathematics Procedural and structural thinking Mental schemata Approaches/methods of teaching Procedures in algebra Secondary school mathematics Factorisation and simplification Mathematics education 512.9420712 Polynomials Quintic equations Fundamental theorem of algebra Finite fields (Algebra) Factorization (Mathematics)

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An investigation into the solving of polynomial equations and the implications for secondary school mathematics

An investigation into the solving of polynomial equations and the implications for secondary school mathematics