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ERIC Number: ED500987
Record Type: Non-Journal
Publication Date: 2003-Jul
Pages: 8
Abstractor: Author
Notation Issues: Visual Effects and Ordering Operations
Hewitt, Dave
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), v3 p63-69
This paper reports on part of a wider study on the teaching and learning of the conventions of formal algebraic notation. Through the analysis of paper tasks given to teachers I argue that not only does the inherent mathematical structure have an effect on the way in which an equation is manipulated but also the visual impact of notation itself. Students' interpretation of arithmetic equations written in words and then structurally similar equations written in formal notation raise issues about when students perceive order which is not strictly left-to-right and the possible significant role the equals sign has in this. (Contains 1 table.) [For complete proceedings, see ED500858.]
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:; Web site:
Publication Type: Opinion Papers; Reports - Evaluative; Speeches/Meeting Papers
Education Level: Elementary Secondary Education; Intermediate Grades
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A