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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.

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    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.

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    5 citations in Scopus
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    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 11:28
    Last Modified: 25 Mar 2013 18:22

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