\input zb-basic
\input zb-matheduc
\iteman{ZMATH 2015f.01037}
\itemau{Hewitt, David}
\itemti{Introduction of letters and solving linear equations using Grid Algebra. II.}
\itemso{Math. Teach. (Derby) 233, 6-10 (2013).}
\itemab
Summary: The author continues to explain the journey into algebra. It has long been acknowledged that `understanding and using notation' is key to success in learning algebra. The experiences documented here illustrate how this understanding can become a reality for most learners. Not through some particular alchemy that is beyond replication, but simply by using a well-researched, and crafted software package. This learning media engages, challenges, and provides students with feedback that undoubtedly influences their learning. As you read, remember that the classroom and students described is `typical', exhibiting all the residual features than have the potential to influence the learning, in both a positive or negative sense. So, what makes the difference here? For Part I see [the author, ibid. 232, 21--24 (2013; ME 2015f.01036)].
\itemrv{~}
\itemcc{U72 F32 H22 H32}
\itemut{early algebra; propaedeutics; computer as educational medium; educational software; grids; four rules; formal notation; algebraic expressions; complex expressions; variables; inverse operations; visualisation; solving equations; expression calculator; teaching units}
\itemli{http://www.atm.org.uk/login.aspx?ReturnUrl=http%3a%2f%2fwww.atm.org.uk%2fMathematics-Teaching-Journal-Archive%2f3932}
\end