Making meaning in algebra: Examining students’ understandings and misconceptions

Assessing Mathematical Proficiency

Volumn , Issue , 2007, Pages 163-176

  Foster, David ^a  

^a Noyce Foundation   (United States)

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[No Author keywords available]

Indexed keywords

EID: 49549123501     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.1017/CBO9780511755378.017     Document Type: Chapter

References (6)

1. [Ball 1999] D. L. Ball, “Crossing boundaries to examine the mathematics entailed in elementary teaching”, pp. 15-36 in Algebra, K-theory, groups, and education: on the occasion of Hyman Bass’s 65th birthday, edited by T. Lam, Contemporary Mathematics 243, Providence, RI: American Mathematical Society, 1999.
2. [Carpenter et al. 2003] T. Carpenter, M. Franke, and L. Levi, Thinking mathematically: Integrating arithmetic and algebra in elementary school, Portsmouth, NH: Heine- mann, 2003.
3. [Driscoll 1999] M. Driscoll, Fostering algebraic thinking: A guide for teachers grades 6-10, Portsmouth, NH: Heinemann, 1999.
4. [Hiebert et al. 1997] J. Hiebert, T. P. Carpenter, E. Fennema, K. Fuson, D. Wearne, H. Murray, A. Olivier, and P. Human, Making sense: Teaching and learning mathematics with understanding, Portsmouth, NH: Heinemann, 1997.
5. [Kamii and DeClark 1985] C. Kamii and G. DeClark, Young children reinvent arith- metic: Implications of Piaget’s theory, New York: Teachers College Press, 1985.
6. [Siegler 2003] R. S. Siegler, “Implications of cognitive science research for mathematics education”, pp. 219-233 in A research companion to Principles and Standards for School Mathematics, edited by J. Kilpatrick et al., Reston, VA: National Council of Teachers of Mathematics, 2003.