id: 06479516
dt: j
an: 2015f.00750
au: Hong, Chin Keat
ti: Kenneth’s interpretation of two equivalent algebraic fractions.
so: Math. Teach. (Derby) 233, 31-32 (2013).
py: 2013
pu: Association of Teachers of Mathematics (ATM), Derby
la: EN
cc: H23 D73
ut: elementary algebra; notation; terms; equivalent expressions;
interpretation; perception; commutativity; arithmetic operations;
misconceptions; manipulation of expressions; solving equations
ci:
li: http://www.atm.org.uk/login.aspx?ReturnUrl=http%3a%2f%2fwww.atm.org.uk%2fMathematics-Teaching-Journal-Archive%2f3932
ab: 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.
rv: