Reducing abstraction in mathematics:the case ofcurriculums- first middle schoolin Algeriaas a model
Keywords:
educational mathematics; abstraction; reducing abstraction; mathematics curriculum; learning.Abstract
This study tried to investigate the problem of dealing with both the mathematics curriculum and its accompanying document (intermediate education stage in Algeria) with abstraction in the first year average. In our achievement, we relied on the descriptive analytical approach and the framework called "abstraction reduction" as a tool for analysis and interpretation.
The study aimed to achieve a number of objectives, the most important of which are:
-Enriching the debate on abstraction in teaching and learning mathematics.
- Knowing the place of abstraction in the aforementioned documents, and the extent of making it appropriate for the cognitive development of learners.
- Contribute to expanding the use of the framework called "abstraction".
The study concluded that abstraction occupies a distinct position in both the curriculum and its accompanying document, and that the latter two work to make the targeted learning accessible to learners to some extent (with a lower abstraction level), which reflects the possibility of extending the use and application of the framework called "abstractionreduction" to the educational pole (Curriculum, school book, teacher).
