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Pillay, Hitendra; Wilss, Lynn; Boulton-Lewis, Gillian – Mathematics Education Research Journal, 1998
Examines arithmetic and algebra knowledge from a cognitive perspective in an effort to determine what constitutes a pre-algebraic level of understanding. Presents results of a longitudinal study designed to investigate students' readiness for algebra. Proposes a model for the transition from arithmetic to pre-algebra to algebra. Contains 29…
Descriptors: Algebra, Arithmetic, Cognitive Development, Elementary Secondary Education