id: 06512806
dt: j
an: 2016a.00150
au: Lapp, Douglas, A.; Ermete, Marie; Brackett, Natasha; Powell, Karli
ti: Linked representations in algebra: developing symbolic meaning.
so: Math. Teach. (Reston) 107, No. 4, 306-312 (2013).
py: 2013
pu: National Council of Teachers of Mathematics (NCTM), Reston, VA
la: EN
cc: C34 H34 I24
ut: modes of representation; dynamic linking; concept formation; research;
    upper secondary; interviews; mathematical language; notation; abstract
    reasoning; mathematical ability; quadratic equations; parabolas; zeros;
    solving equations; graph of a function; concepts; understanding;
    symbolic meaning; calculators
ci: 
li: http://www.nctm.org/Publications/mathematics-teacher/2013/Vol107/Issue4/Connecting-Research-to-Teaching_-Linked-Representations-in-Algebra_-Developing-Symbolic-Meaning/
ab: From the text: The use of symbols provides mathematics with enormous power.
    From the learner’s perspective, however, symbols can present enormous
    obstacles. Using symbols to encapsulate big ideas allows readers to see
    various stages of arguments within one field of view. However, for many
    learners, unpacking symbolization poses a significant hurdle in the
    development of conceptual understanding. Here we compare and contrast
    symbolic reasoning approaches that algebra students used when solving
    equations. What is a root of an equation, and how is it related to
    various representations? More generally, what does it mean for a value
    to be a solution to an equation? These are standard questions that we
    expect students to be able to address and discuss. Although many
    students maybe able to solve equations, far too many have limited
    conceptual understanding and rely primarily on procedural knowledge of
    the equation-solving process.
rv: