
06512806
j
2016a.00150
Lapp, Douglas, A.
Ermete, Marie
Brackett, Natasha
Powell, Karli
Linked representations in algebra: developing symbolic meaning.
Math. Teach. (Reston) 107, No. 4, 306312 (2013).
2013
National Council of Teachers of Mathematics (NCTM), Reston, VA
EN
C34
H34
I24
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
http://www.nctm.org/Publications/mathematicsteacher/2013/Vol107/Issue4/ConnectingResearchtoTeaching_LinkedRepresentationsinAlgebra_DevelopingSymbolicMeaning/
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 equationsolving process.