@article {MATHEDUC.06479516,
author = {Hong, Chin Keat},
title = {Kenneth's interpretation of two equivalent algebraic fractions.},
year = {2013},
journal = {Mathematics Teaching},
volume = {233},
issn = {0025-5785},
pages = {31-32},
publisher = {Association of Teachers of Mathematics (ATM), Derby},
abstract = {Summary: The author investigates how students respond to notation. Algebraic notation bedevils the learning and teaching process for many students. Some learners seem to be able to understand, almost intuitively, the link between the symbolism and the implied/indicated process, or operation. Other students develop strategies to interpret the notation so that they are able to produce accurate solutions. Why is this? Maybe the key to unlock this recurring problem with notation is to try to unpick the `thinking' that underpins interpretation. This attempt to investigate the `thinking' process considers forcing symbols, and their implications.},
msc2010 = {H23xx (D73xx)},
identifier = {2015f.00750},
}