Sequential development of algebra knowledge : a cognitive analysis

Pillay, Hitendra K., Wilss, Lynn A., & Boulton-Lewis, Gillian M. (1998) Sequential development of algebra knowledge : a cognitive analysis. Mathematics Education Research Journal, 10(2), pp. 1-16.

[img] Published Version (PDF 1MB)
Administrators only | Request a copy from author

View at publisher

Abstract

Learning to operate algebraically is a complex process that is dependent upon extending arithmetic knowledge to the more complex concepts of algebra. Current research has shown a gap between arithmetic and algebraic knowledge and suggests a pre-algebraic level as a step between the two knowledge types. This paper examines arithmetic and algebraic knowledge from a cognitive perspective in an effort to determine what constitutes a pre-algebraic level of understanding. Results of a longitudinal study designed to investigate students' readiness for algebra are presented. Thirty-three students in Grades 7, 8, and 9 participated. A model for the transition from arithmetic to pre-algebra to algebra is proposed and students' understanding of relevant knowledge is discussed.

Impact and interest:

6 citations in Scopus
Search Google Scholar™

Citation counts are sourced monthly from Scopus and Web of Science® citation databases.

These databases contain citations from different subsets of available publications and different time periods and thus the citation count from each is usually different. Some works are not in either database and no count is displayed. Scopus includes citations from articles published in 1996 onwards, and Web of Science® generally from 1980 onwards.

Citations counts from the Google Scholar™ indexing service can be viewed at the linked Google Scholar™ search.

ID Code: 40299
Item Type: Journal Article
Additional Information: This article is freely available from the journal's website - see "Official URL" above.
ISSN: 1033-2170
Divisions: Current > Research Centres > Office of Education Research
Current > Schools > School of Cultural & Professional Learning
Past > QUT Faculties & Divisions > Faculty of Built Environment and Engineering
Current > QUT Faculties and Divisions > Faculty of Education
Past > Schools > School of Design
Copyright Owner: Copyright 1998 Springer.
Deposited On: 14 Mar 2011 01:28
Last Modified: 25 Mar 2013 08:22

Export: EndNote | Dublin Core | BibTeX

Repository Staff Only: item control page