Local theoretical study of the development of algebraic competence

Abstract

In this paper we present the main guiding ideas of our work on Educational Algebra during the last twenty-five years, stressing the semiotic point of view that shapes it. We show also an analysis of competence in algebraic word problem solving, and list a set of results on pupils’ cognitive processes that take place while they are being taught algebraic problem solving, results we have gotten throughout these years.