Given its abstract nature and the highly syntactical competence required by the use of symbolic algebra, research on its teaching and learning must rely on approaches that include semiotic concepts and analyses that recall the history of algebraic ideas, among others. Educational Algebra: A Theoretical and Empirical Approach deals with a theoretical perspective on the study of school algebra, in which both components (semiotics and history) occur. This perspective runs opposite to general theoretical models, since it submits components for the design of local frameworks for theoretical analysis. The Methodological design allows for the interpretation of specific phenomena and the inclusion, within such interpretative frameworks, of evidence not included in more general treatments. Such is the case of phenomena observed in subjects who are initiating the study of symbolic algebra, involving the production of personal sign systems at the intermediate level or the level previous to the mathematical sign system which is to be learned.
Disciplines such as Linguistics, Logic, Psycholinguistics, Semiotics, general Cognitive Psychology, Mathematics Psychology, Mathematics Epistemology, History of Mathematics, and others have carried out research on the same topics approached by Mathematics Education and have redefined their results within the framework of their respective fields. Specifically, theorists in Linguistics, Information Processing and Didactics of Mathematics have done important work on the notion of code. Today, this notion is a key element to interpreting the idea of representation in the new explanatory models of cognitive problems placed by alternative teaching approaches, including those involving a technological environment. Additionally, Psycholinguistics and Artificial Intelligence in procedural models of human abilities have intended to explain how and why users of mathematical language naturally and commonly make mistakes in syntactical procedures.
Educational Algebra: A Theoretical and Empirical Approach adds to previous developments with priority given to a pragmatic perspective on "meaning in use" over "formal meaning." The bulk of these approaches and others of similar nature have lead to a focus on competence rather than on a user's activity with mathematical language.
Such a shift in perspective has fundamental implications on the way mathematical language is studied. Essentially, Grammar-the abstract formal system-and Pragmatics-the principles of the use of language-are complementary domains in this volume. Both are related to different teaching models, whether new or traditional, used in helping students to become competent users of Algebra. Because of this, Educational Algebra: A Theoretical and Empirical Approach will be of interest to researchers and practitioners within the mathematics education field.
The aim of the present work is two-fold. Firstly it aims at a giving an account of many existing algorithms for calculating with finite-dimensional Lie algebras. Secondly, the book provides an introduction into the theory of finite-dimensional Lie algebras. These two subject areas are intimately related. First of all, the algorithmic perspective often invites a different approach to the theoretical material than the one taken in various other monographs (e.g., 42], 48], 77], 86]). Indeed, on various occasions the knowledge of certain algorithms allows us to obtain a straightforward proof of theoretical results (we mention the proof of the Poincare-Birkhoff-Witt theorem and the proof of Iwasawa's theorem as examples). Also proofs that contain algorithmic constructions are explicitly formulated as algorithms (an example is the isomorphism theorem for semisimple Lie algebras that constructs an isomorphism in case it exists). Secondly, the algorithms can be used to arrive at a better understanding of the theory. Performing the algorithms in concrete examples, calculating with the concepts involved, really brings the theory of life.
Introductory Algebra, 4e will be a review of fundamental math concepts for some students and may break new ground for others. Nevertheless, students of all backgrounds will be delighted to find a refreshing book that appeals to all learning styles and reaches out to diverse demographics. Through down-to-earth explanations, patient skill-building, and exceptionally interesting and realistic applications, this worktext will empower students to learn and master mathematics in the real world. Bello has written a textbook with mathanxious students in mind to combat the issue of student motivation, something that instructors face with each class. The addition of Green Math examples and applications expands Bello's reach into current, timely subjects.
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