@inbook {MATHEDUC.06434191,
author = {Hewitt, Dave},
title = {The space between the unknown and a variable.},
year = {2014},
booktitle = {Proceedings of the 38th conference of the International Group for the Psychology of Mathematics Education ``Mathematics education at the edge", PME 38 held jointly with the 36th conference of PME-NA, Vancouver, Canada, July 15--20, 2014, Vol. 3},
isbn = {978-0-86491-360-9},
pages = {289-296},
publisher = {[s. l.]: International Group for the Psychology of Mathematics Education},
abstract = {Summary: The meaning given to letters is significant for students' ability to be successful with algebraic tasks. Recent studies have noted that even when students have a sense of generalised number, they often have a natural number bias in the values they think a letter can take. This study analyses interviews from 13 students across two schools to explore the meaning they had for letters. The responses supported the idea that some students have a natural number bias and also that the notion of a letter representing a fraction is problematic. In addition, three other factors emerged which affected the meaning given to a letter: what was mentally stressed; the desire to avoid ``messy" calculations; and viewing an equation as an example of a wider class of equations.},
msc2010 = {H20xx (H30xx D70xx E40xx)},
identifier = {2015c.00741},
}