Beginning teachers' perspectives on linear equations: A pilot quantitative comparison of Greek and Cypriot students

Paul Andrews (1) , Constantinos Xenofontos (2)

1 Stockholm University
2 University of Nicosia

In this paper we examine aspects of beginning primary teachers' understanding of linear equations. First-year teacher education students on a programme in Cyprus (12 Greek and 21 Cypriot) were shown a solution to the equation x + 5 = 4x-1 comprising four rows of mathematically correct algebra but no commentary. They were asked to explain, in writing, the solution to α friend who had missed the lesson in which such equation solving processes had been taught. Analyses found almost all students, irrespective of nationality, writing about knowns and unknowns before offering a 'change the side and change the sign' rule. However, a major difference was that Cypriot students' accounts typically included an objective for the equation solving process, which the Greek students' did not.

Mots clés: Linear equations; comparative research; Cyprus; Greece; teacher education

Domaines: Mathématiques [math]; Sciences de l'Homme et Société

Paul Andrews, Constantinos Xenofontos. Beginning teachers' perspectives on linear equations: A pilot quantitative comparison of Greek and Cypriot students. CERME 10, Feb 2017, Dublin, Ireland. ⟨hal-01938205⟩