Recognising Equivalent Algebraic Expressions: An Important Component of Algebraic Expectation for Working with CAS [Konferenzbericht] Paper presented at the 27th International Group for the Psychology of Mathematics Education Conference Held Jointly with the 25th PME-NA Conference (Honolulu, HI, Jul 13-18, 2003), v4 p15-22.

Autor/inn/en	Ball, Lynda; Pierce, Robyn; Stacey, Kaye
Titel	Recognising Equivalent Algebraic Expressions: An Important Component of Algebraic Expectation for Working with CAS [Konferenzbericht] Paper presented at the 27th International Group for the Psychology of Mathematics Education Conference Held Jointly with the 25th PME-NA Conference (Honolulu, HI, Jul 13-18, 2003), v4 p15-22.
Quelle	4 (2003), S.15-22 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Expectation; Mathematics Education; Test Items; Mathematics Instruction; Algebra; Computer Assisted Instruction; Mathematics Skills; Student Evaluation; High School Students; Grade 11; Grade 12 + Suchen Sie Ihr Suchwort? Expectancy; Erwartung; Mathematische Bildung; Test content; Testaufgabe; Mathematics lessons; Mathematikunterricht; Computer based training; Computerunterstützter Unterricht; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Schulnote; Studentische Bewertung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; School year 11; 11. Schuljahr; Schuljahr 11; School year 12; 12. Schuljahr; Schuljahr 12
Abstract	The ability to recognize equivalent algebraic expressions quickly and confidently is important for doing mathematics in an intelligent partnership with computer algebra. It is also a key aspect of algebraic expectation, the algebraic skill that parallels numeric estimation. The progress in this ability of 50 students learning mathematics with CAS over two school years was monitored using a novel instrument called the Algebraic Expectation Quiz. Students began with very low facility and confidence and made moderate progress, confirming the importance of addressing this obstacle to using CAS explicitly in the curriculum. We offer conclusions about test items, students' strengths and weaknesses and suggest possible teaching actions. The results demonstrate that recognizing equivalence, even in simple cases, is a significant obstacle for students. (Contains 1 figure and 1 table.) [For complete proceedings, see ED500860.] (Author).
Anmerkungen	International Group for the Psychology of Mathematics Education. 35 Aandwind Street, Kirstenhof, Cape Town, 7945, South Africa. Tel: +27-21-715-3559; Fax: +27-88-021-715-3559; e-mail: info@igpme.org; Web site: http://igpme.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10