Effects of the Implicit or Explicit Use of 1 on Students' Responses When Multiplying Monomials.

Anderson, Ann

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ERIC Number: EJ503918

Record Type: Journal

Publication Date: 1995

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ISSN: ISSN-0272-8893

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Effects of the Implicit or Explicit Use of 1 on Students' Responses When Multiplying Monomials.

Anderson, Ann

Focus on Learning Problems in Mathematics, v17 n1 p34-48 Win 1995

Tests of (n=105) ninth-grade algebra students involving the addition and multiplication of monomials found that common, systematic errors made when multiplying monomials were related logically to the symbolism used and the algebraic convention of using an implicit 1 as an exponent. (16 references) (MKR)

Descriptors: Addition, Algebra, Exponents (Mathematics), Grade 9, High School Students, High Schools, Mathematics Achievement, Mathematics Education, Mathematics Instruction, Mathematics Tests, Multiplication, Polynomials, Symbolism, Symbols (Mathematics)

Publication Type: Reports - Research; Journal Articles

Education Level: N/A

Audience: N/A

Language: English

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