Students' Symbolization Processes in Algebra [electronic resource] / Peter Rosnick.
The focus of this document is on students' understanding of symbolization processes in algebra, and specifically their understanding of semantically laden letters. In the first four sections, four inappropriate ways in which many college students use semantically laden letters are described. Ev...
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Full Text (via ERIC) |
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| Main Author: | |
| Format: | Electronic eBook |
| Language: | English |
| Published: |
[S.l.] :
Distributed by ERIC Clearinghouse,
1982.
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| Subjects: |
MARC
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| 100 | 1 | |a Rosnick, Peter. | |
| 245 | 1 | 0 | |a Students' Symbolization Processes in Algebra |h [electronic resource] / |c Peter Rosnick. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1982. | ||
| 300 | |a 29 p. | ||
| 500 | |a ERIC Document Number: ED300230. | ||
| 500 | |a Sponsoring Agency: National Science Foundation, Washington, DC. |5 ericd. | ||
| 500 | |a Contract Number: SED-80-16567. |5 ericd. | ||
| 520 | |a The focus of this document is on students' understanding of symbolization processes in algebra, and specifically their understanding of semantically laden letters. In the first four sections, four inappropriate ways in which many college students use semantically laden letters are described. Evidence from clinical interview protocols demonstrate students' use of letters in solving algebra word problems in an imprecise, inconsistent, paradoxical, and over-associative manner. In the fifth section, a unifying theory is presented that considers each of the described student behaviors as stemming from the same conceptual framework. Students appear to view the referents of semantically laden letters as undifferentiated conglomerates. Finally, in a sixth section, implications of the data and inferences for students' understanding of symbolization processes in general, for cognitive psychologists, and for teachers and curriculum developers are discussed. (MNS) | ||
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| 521 | 8 | |a Practitioners. |b ericd. | |
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| 650 | 0 | 7 | |a Cognitive Development. |2 ericd. |
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| 650 | 0 | 7 | |a Interviews. |2 ericd. |
| 650 | 1 | 7 | |a Mathematics Instruction. |2 ericd. |
| 650 | 0 | 7 | |a Problem Solving. |2 ericd. |
| 650 | 1 | 7 | |a Symbols (Mathematics) |2 ericd. |
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