
06479516
j
2015f.00750
Hong, Chin Keat
Kenneth's interpretation of two equivalent algebraic fractions.
Math. Teach. (Derby) 233, 3132 (2013).
2013
Association of Teachers of Mathematics (ATM), Derby
EN
H23
D73
elementary algebra
notation
terms
equivalent expressions
interpretation
perception
commutativity
arithmetic operations
misconceptions
manipulation of expressions
solving equations
http://www.atm.org.uk/login.aspx?ReturnUrl=http%3a%2f%2fwww.atm.org.uk%2fMathematicsTeachingJournalArchive%2f3932
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.