Teachers' and researchers' beliefs about the development of algebraic reasoning

Journal for Research in Mathematics Education

Volumn 31, Issue 2, 2000, Pages 168-190

  Nathan, Mitchell J ^a   Koedinger, Kenneth R ^b  

^a UNIVERSITY OF COLORADO   (United States)

^b Carnegie Mellon University   (United States)

Author keywords

Algebra; Children's strategies; Cognitive theory; High school, 9 12; Prealgebra; Problem solving; Secondary mathematics; Teacher beliefs

Indexed keywords

EID: 22844453339     PISSN: 00218251     EISSN: None     Source Type: Journal    
DOI: 10.2307/749750     Document Type: Article

References (6)

1. Anderson, J. R., Reder, L. M., & Lebiere, C. (1996). Working memory: Activation limitations on retrieval. Cognitive Psychology. 30, 221-256.
2. Baranes, R., Perry, M., & Stigler, J. W. (1989). Activation of real-world knowledge in the solution of word problems. Cognition and Instruction, 6, 287-318.
3. Borko, H., & Livingston, C. (1989). Cognition and improvisation: Differences in mathematics instruction by expert and novice teachers. American Educational Research Journal, 26, 473-498.
4. Usiskin, Z. (1997). Doing algebra in grades K-4. Teaching Children Mathematics, 3, 346-356.
5. Verzoni, K., & Koedinger, K. R. (1997, March). Student learning of negative number: A classroom study and difficulty factors assessment. Paper presented at the annual meeting of the American Educational Research Association, Chicago.
6. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. (M. Cole, V. John-Steiner, S. Scribner, & E. Souberman, Eds.). Cambridge, MA: Harvard University Press.