ERIC Number: ED287726
Record Type: RIE
Publication Date: 1982-Jan
Reference Count: N/A
Student Conceptions of Semantically Laden Letters in Algebra. A Technical Report.
This paper proposes an hypothsis describing how some college students incorrectly view semantically laden letters and provides both clinical and written data that supports that hypothesis. Several word problems were given to nine college math students. These students were then interviewed as they attempted to solve these problems. In addition to the interviews, data were obtained from two related diagnostic mathematics tests. Test 1 was administered to 101 college students toward the end of the first semester of a calculus course and test 2 was administered to 153 different college students at the beginning of the same course. Overall, the study findings indicated that it is at the interface between the semantic content of a problem and its algebraic representation that students' skills appear to be most lacking. Implications for instruction, especially problem solving, are presented. Word problems given during the clinical interviews and the two diagnostic tests are appended. (RH)
Publication Type: Reports - Research; Tests/Questionnaires
Education Level: N/A
Audience: Teachers; Researchers; Practitioners
Sponsor: National Science Foundation, Washington, DC.
Authoring Institution: N/A