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ERIC Number: EJ1060639
Record Type: Journal
Publication Date: 2015-Apr-16
Pages: 29
Abstractor: As Provided
Reference Count: 52
ISSN: ISSN-1473-0111
Situating Student Errors: Linguistic-to-Algebra Translation Errors
Adu-Gyamfi, Kwaku; Bossé, Michael J.; Chandler, Kayla
International Journal for Mathematics Teaching and Learning, Apr 2015
While it is well recognized that students are prone to difficulties when performing linguistic-to-algebra translations, the nature of students' difficulties remain an issue of contention. Moreover, the literature indicates that these difficulties are not easily remediated by domain-specific instruction. Some have opined that this is the case because few frameworks exist which are sufficiently robust and revelatory to provide the insights needed to address these difficulties. This study uses a model situated in both a cognitive-oriented frame and the translation process itself to analyze student activity in the linguistic-to-algebra translation process, defines error types made, and recognizes the frequencies of such.
Centre for Innovation in Mathematics Teaching. 5th Floor Rolle Building, Faculty of Education University of Plymouth, Drake Circus, Plymouth, PL4 8AA, UK. Tel: +44-1752-585346; Fax: +44-1752-585344; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A