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ERIC Number: ED500931
Record Type: Non-Journal
Publication Date: 2003-Jul
Pages: 8
Abstractor: Author
Reference Count: 16
ISBN: N/A
ISSN: N/A
Open Ended Realistic Division Problems, Generalisation and Early Algebra
Cooper, Tom
International Group for the Psychology of Mathematics Education, Paper presented at the 27th International Group for the Psychology of Mathematics Education Conference Held Jointly with the 25th PME-NA Conference (Honolulu, HI, Jul 13-18, 2003), v2 p245-252
This paper explores the role of open-ended realistic division problem in the development of algebraic reasoning. A written test was administered to 672 students. From the results of this test students were selected for semi-structured interviews. The students were interviewed in pairs and were asked to explain to each other how they would solve the problem. The results of the written tests and the semi-structured interviews indicated that both students understanding of division and the real world context of the problem played an important role in abstracting generalisations. (Contains 2 tables.) [For complete proceedings, see ED500859.]
International Group for the Psychology of Mathematics Education. 35 Aandwind Street, Kirstenhof, Cape Town, 7945, South Africa. Tel: +27-21-715-3559; Fax: +27-88-021-715-3559; e-mail: info@igpme.org; Web site: http://igpme.org
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: Grade 7; Grade 8
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia