ERIC Number: ED489539
Record Type: Non-Journal
Publication Date: 2004-Jul-14
A Teacher's Model of Students' Algebraic Thinking about Equivalent Expressions
Hallagan, Jean E.
International Group for the Psychology of Mathematics Education, 28th, Bergen, Norway, July 14-18, 2004
This research report describes the findings of a study on teachers' ways of interpreting student responses to tasks involving equivalent expressions. The teachers in this study were engaged in model-eliciting activities designed to promote the development of their knowledge and reveal their models (or interpretations) of their students' algebraic thinking about equivalent expressions by creating a library of their students' work. This report focuses on one teacher's model of his algebraic practice. Results showed that this teacher devoted a significant amount of time to the implementation of the algebraic unit. The teacher employed visual strategies for the first time and began to perceive their usefulness in demonstrating the equivalency of two expressions. (Contains 2 figures.) [For complete proceedings, see ED489178.]
Descriptors: Algebra, Thinking Skills, Grade 8, Mathematics Instruction, Learning Strategies, Visual Aids, Models, Algebra
International Group for the Psychology of Mathematics Education, 35 Aandwind Street, Kirstenhof, Cape Town, 7945, South Africa. Web site: http://igpme.org.
Publication Type: Collected Works - Proceedings; Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: International Group for the Psychology of Mathematics Education.