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Processing load and the use of concrete representations and strategies for solving linear equations

Boulton-Lewis, Gillian M., Cooper, Thomas J., Atweh, Bill, Pillay, Hitendra K., Wilss, Lynn A., & Mutch, Susan (1997) Processing load and the use of concrete representations and strategies for solving linear equations. Journal of Mathematical Behavior, 16(4), pp. 379-397.

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    Abstract

    This paper is a report of students' responses to instruction which was based on the use of concrete representations to solve linear equations. The sample consisted of 21 Grade 8 students from a middle-class suburban state secondary school with a reputation for high academic standards and innovative mathematics teaching. The students were interviewed before and after instruction. Interviews and classroom interactions were observed and videotaped. A qualitative analysis of the responses revealed that students did not use the materials in solving problems. The increased processing load caused by concrete representations is hypothesised as a reason.

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    2 citations in Scopus
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    ID Code: 40303
    Item Type: Journal Article
    DOI: 10.1016/S0732-3123(97)90014-6
    ISSN: 0732-3123
    Divisions: Current > Research Centres > Office of Education Research
    Current > Schools > School of Cultural & Professional Learning
    Current > Schools > School of Curriculum
    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 1997 Elsevier.
    Deposited On: 14 Mar 2011 11:15
    Last Modified: 25 Mar 2013 18:22

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