ERIC Number: EJ578282
Record Type: CIJE
Publication Date: 1998
Reference Count: 0
Sequential Development of Algebra Knowledge: A Cognitive Analysis.
Pillay, Hitendra; Wilss, Lynn; Boulton-Lewis, Gillian
Mathematics Education Research Journal, v10 n2 p87-102 Sep 1998
Examines arithmetic and algebra knowledge from a cognitive perspective in an effort to determine what constitutes a pre-algebraic level of understanding. Presents results of a longitudinal study designed to investigate students' readiness for algebra. Proposes a model for the transition from arithmetic to pre-algebra to algebra. Contains 29 references. (Author/ASK)
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Special issue: Learning and Teaching Mathematics: A Cognitive Perspective.