Algebra Students' Ability to Recognize Multiple Representations and Achievement

Autor/inn/en	Panasuk, Regina M.; Beyranevand, Matthew L.
Titel	Algebra Students' Ability to Recognize Multiple Representations and Achievement
Quelle	In: International Journal for Mathematics Teaching and Learning, (2010), (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1473-0111
Schlagwörter	Standardized Tests; Academic Achievement; Symbols (Mathematics); Grade 8; Algebra; Problem Sets; Problem Solving; Mathematics Achievement; Logical Thinking; Interviews; Student Surveys; Grade 7; Academic Ability; Student Attitudes + Suchen Sie Ihr Suchwort? Standadised tests; Standardisierter Test; Schulleistung; School year 08; 8. Schuljahr; Schuljahr 08; Problemstellung; Problemlösen; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Interviewing; Interviewtechnik; Schülerbefragung; School year 07; 7. Schuljahr; Schuljahr 07; Schülerverhalten
Abstract	Learning about linear relationship with one unknown, middle school students may often demonstrate a certain degree of proficiency manipulating algebraic symbols. When encouraged, they can verbalize and explain the steps they perform, thereby demonstrating awareness of the procedures with symbols according to fixed rules. It is well known that correct and seemingly fluent procedural skills are not always supported by conceptual understanding. Previous research suggests that one of the indicators of conceptual understanding is the ability to recognize structurally the same relationship posed via multiple representations. The purpose of this study was to examine whether there is an association between middle school students' achievement level on standardized test, their ability to recognize structurally the same relationship presented in different modes and their ability to solve problems involving linear relationship with one unknown posed in different modalities. The study was conducted with a relatively large sample size (N = 443) of 7th and 8th grade students from one underperforming urban district. The student achievement level was measured by mathematics portion of the statewide Comprehensive Assessment System (sCAS). (Contains 6 tables and 5 figures.) (As Provided).
Anmerkungen	Centre for Innovation in Mathematics Teaching. 5th Floor Rolle Building, Faculty of Education University of Plymouth, Drake Circus, Plymouth, PL4 8AA, UK. Tel: +44-1752-585346; Fax: +44-1752-585344; e-mail: feedback@cimt.org.uk; Web site: http://www.cimt.plymouth.ac.uk/journal/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10