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Peer reviewed Peer reviewed
ERIC Number: EJ578282
Record Type: CIJE
Publication Date: 1998
Pages: N/A
Abstractor: N/A
ISBN: N/A
ISSN: ISSN-1033-2170
EISSN: N/A
Available Date: N/A
Sequential Development of Algebra Knowledge: A Cognitive Analysis.
Pillay, Hitendra; Wilss, Lynn; Boulton-Lewis, Gillian
Mathematics Education Research Journal, v10 n2 p87-102 Sep 1998
Examines arithmetic and algebra knowledge from a cognitive perspective in an effort to determine what constitutes a pre-algebraic level of understanding. Presents results of a longitudinal study designed to investigate students' readiness for algebra. Proposes a model for the transition from arithmetic to pre-algebra to algebra. Contains 29 references. (Author/ASK)
Descriptors: Algebra, Arithmetic, Cognitive Development, Elementary Secondary Education, Knowledge Level, Learning Processes, Learning Readiness, Longitudinal Studies, Mathematics Education
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A
Note: Special issue: Learning and Teaching Mathematics: A Cognitive Perspective.