NotesFAQContact Us
Search Tips
50 Years of ERIC
50 Years of ERIC
The Education Resources Information Center (ERIC) is celebrating its 50th Birthday! First opened on May 15th, 1964 ERIC continues the long tradition of ongoing innovation and enhancement.

Learn more about the history of ERIC here. PDF icon

ERIC Number: ED413184
Record Type: RIE
Publication Date: 1997-Jul-11
Pages: 29
Abstractor: N/A
Reference Count: N/A
Using Multiple Representations for Conceptual Change in Pre-algebra: A Comparison of Variable Usage with Graphic and Text Based Problems.
Moseley, Bryan; Brenner, Mary E.
This research examines students' ability to work with algebraic variables and their notations as a result of the type of instruction they received, and places their work on scales that illustrate its location on the continuum from arithmetic thinking to algebraic reasoning. It presents data from pre- and post-instruction clinical interviews administered to a sample of middle school students experiencing their first exposure to formal pre-algebra. Roughly half of the sample (N=15) was taught with an experimental curriculum emphasizing multiple representation skills while a comparable group (N=12) of students received traditional instruction. Analysis of the pre- and post-interviews indicate that students receiving a multiple representations curriculum are significantly more likely to show signs of algebraic reasoning than their traditionally taught peers when integrating variables into the equations they write. Additionally, they are also more likely to be able to act on a variable that is presented to them as part of a graphic representation. Contains 26 references. (Author)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: N/A
Identifiers: Pre Algebra; Representations (Mathematics)