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ERIC Number: ED501158
Record Type: Non-Journal
Publication Date: 2003-Jul
Pages: 8
Abstractor: Author
Reference Count: 14
Comparing Competence in Transformational and Generational Algebraic Activities
Wilson, Kirsty; Ainley, Janet; Bills, Liz
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), v4 p427-434
The Purposeful Algebraic Activity Project is a longitudinal study of the development of pupils' algebraic activity in the early years of their secondary schooling. Here, we report on our empirical findings from the initial semi-structured interviews. We analyse the responses of three pairs of 12-year-old pupils to a range of algebra questions. In our analysis, we identify broad similarities in the "answers" pupils gave to transformational questions and quite significant differences in the pupils' responses to generational questions. We consider the implications for assessment, and discuss the potential of spreadsheets for developing pupils' appreciation of the need for an algebra-like notation. (Contains 1 footnote, 1 figure, and 2 tables.) [The Purposeful Algebraic Activity Project is funded by the Economic and Social Research Council. For complete proceedings, see ED500860.]
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: Reports - Evaluative; Speeches/Meeting Papers
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: Economic and Social Research Council, Lancaster (England).
Authoring Institution: N/A
Identifiers - Location: United Kingdom