Demonstrates a change in the goals of teaching the algebra of equation-solving in Victoria, Australia that requires a transition from a way of solving problems in arithmetic to a conceptually new algebraic way. Contains 20 references. (Author/ASK)

Investigates how different problem presentations promote the construction of different cognitive models in school students (N=268) aged 14 to 16. Concludes that the lack of correspondence between a cognitive model of the situation and an algebraic representation of relationships in a problem is a powerful obstacle to the use of algebraic methods.…

University students (n=158) were examined to determine whether first describing a mathematical relationship by a written English sentence would affect success in constructing an algebraic equation. Students using common idiomatic forms of English that could not be directly translated into mathematical notation were found to be the most successful.…

Recent immigrants to Australia from non-English-speaking countries have experienced difficulties in mathematics methods courses. Reports survey results on how these students perceive their problems and how they think courses could be adapted to meet their needs. (MDH)

Approximately 1,200 students in years 7 to 10 were tested on recognizing, using, and describing rules relating 2 variables. Fourteen interviewed students saw a variety of patterns, many of which were not helpful for algebra. Outlines critical steps in moving from a table to an algebraic rule. (MKR)