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ERIC Number: EJ590268
Record Type: CIJE
Publication Date: 1998
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0013-1954
The Roles of Reification and Reflective Abstraction in the Development of Abstract Thought: Transitions From Arithmetic to Algebra.
Goodson-Espy, Tracy
Educational Studies in Mathematics, v36 n3 p219-45 Sep 1998
Utilizes a psychological-constructivist perspective to examine the transitions that students make from arithmetic to algebra in the context of problems that, from an expert's perspective, involve the concept of linear inequality. Reports that students who completed a transition to algebra operated at higher levels of reflective abstraction than students who were unable to complete such a transition. Contains 18 references. (Author/ASK)
Descriptors: Abstract Reasoning, Algebra, Arithmetic, College Students, Constructivism (Learning), Higher Education, Inequality (Mathematics), Learning Theories, Mathematics Education
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A