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Using Multiple Representations for Conceptual Change in Pre-algebra: A Comparison of Variable Usage with Graphic and Text Based Problems.
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Moseley, Bryan; Brenner, Mary E. – 1997
This research examines students' ability to work with algebraic variables and their notations as a result of the type of instruction they received, and places their work on scales that illustrate its location on the continuum from arithmetic thinking to algebraic reasoning. It presents data from pre- and post-instruction clinical interviews…
Descriptors: Algebra, Classroom Research, Concept Formation, Creative Thinking