Education and Didactics

1503 Submissions

[3] viXra:1503.0246 [pdf] submitted on 2015-03-29 19:14:11

School Algebra as a Surrounding Container for School Arithmetic

Authors: Jan A. Bergstra
Comments: 17 Pages.

Algebra and arithmetic are contrasted from a perspective of school mathematics. The surrounding container view regarding algebra and arithmetic is formulated and defended. It is argued that an encounter with algebra may precede the introduction to arithmetic in school. In particular static process algebra is suggested as a theme which may play a useful role early on in the educational process heading towards the development of skills and competences in arithmetic.
Category: Education and Didactics

[2] viXra:1503.0136 [pdf] submitted on 2015-03-17 01:36:50

`rekenen-Informatica: Informatics for Primary School Mathematics

Authors: Jan A. Bergstra
Comments: 26 Pages.

A number of issues is listed which arise within primary school mathematics and where a perspective of informatics may shed some new light on the matter. Together these points prove that there are many different possible connections between informatics and primary school mathematics, each of which merit further investigation and clarification. A rationale for further investigation of these issues is given.
Category: Education and Didactics

[1] viXra:1503.0036 [pdf] submitted on 2015-03-05 12:12:50

Towards Testing at Intermediate Levels and the Definition of Intermediate Competences in the Learning Path for Arithmetic Between the Basis Level and the Reference Level 2F

Authors: Jet Jeene
Comments: 6 Pages. The paper is written in Dutch with preface in English by Jan Bergstra.

!In the Netherlands a law prescribes that competence levels for arithmetic are standardized by means of so-called reference levels. National tests are constructed accordingly. It appears that at the lowest level of teaching arithmetical skills, which applies to less than 5 percent of the population only, the existing system of reference levels starring with 1F and 2F is not sufficiently refined to distinguish between relevant competence levels and to allow the measurement of students making progress. For that reason new reference levels 1/2F and 3/2 F are proposed.
Category: Education and Didactics