QUT ePrints

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:

    5 citations in Scopus
    Search Google Scholar™

    Citation countsare 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 11:28
    Last Modified: 25 Mar 2013 18:22

    Export: EndNote | Dublin Core | BibTeX

    Repository Staff Only: item control page