Developing algebraic thinking is a key factor in learning mathematics. Despite its importance, many students still struggle with algebraic concepts. This research investigates students' achievements in algebraic thinking using Demetriou's test across 7th (approximately 12-13 years old), 8th (approximately 13-14 years old), and 9th (approximately…

Algebra is critical in shaping future mathematics success and is integral to the K-12 curriculum. Despite its inclusion, a common challenge arises as students' progress to higher grades without a solid foundation, resulting in challenging learning experiences. This action research study focuses on the algebraic learning experience of a Grade 7…

Cognitive development of eighth-grade students, as identified by Jean Piaget, occurs during a time when many of them are transitioning between concrete operations and formal operations where the ability to think in abstract concepts becomes possible. Because of this period of transition, many eighth-grade students find difficulty in demonstrating…

In this paper, researchers discussed the application of the generalization perspective in helping the primary school pupils to develop their pre-algebraic thinking in generalizing repeating pattern. There are two main stages of the generalization perspective had been adapted, namely investigating and generalizing the pattern. Since the Biggs and…

The purpose of this study was to determine if online reflections through social networking affect students' sense of community and levels of perceived conceptual learning in Algebra I courses. Social constructivism, connectivism, and computer-mediated communication in relation to reflective practices form the theoretical and practical framework…

Algebra is a gateway to expanded opportunities, but it often poses difficulty for students with learning disabilities. Consequently, it is essential to identify evidence-based instructional strategies for these students. The authors begin by identifying three areas of algebra difficulty experienced by students with disabilities: cognitive…

Investigates the cognitive and linguistic demands of learning algebra and explores students' understanding of algebraic notation. Findings indicate specific origins of misinterpretation that include intuitive assumptions and pragmatic reasoning about a new notation, analogies with familiar symbol systems, interference from new learning in…

Considers how students' mathematical thinking evolves as a result of their actions and everyday experiences and from increasing reliance on introduced mathematical principles and representations. Exemplifies how 8- to 10-year-olds' personal representations come to face with representations involving algebraic concepts. Explores implications for…

The problem of solving mathematical equations can be quite tough for some students hence they face a great difficulty when applying ideas to the actual process. Students in algebra classes are taught coding in which they write down what they will need to do to solve the equation and this coding makes the students more adept at solving equations…

Provided is an example of the use of the Pythagorean Theorem to give learners experience in applying mathematical rules. A proof for the theorem is included. Precautions and alternatives are discussed. (CW)

Discussed are supercalculator capabilities and possible teaching implications. Included are six examples that use a supercalculator for topics that include volume, graphing, algebra, polynomials, matrices, and elementary calculus. A short review of the research on supercomputers in education and the impact they could have on the curriculum is…

Discusses research findings related to students' ability to make connections between analytical (symbolic) and graphical representations of functions in calculus. Describes graphing tasks and typical student interpretations. Implications for teaching are suggested. (Contains 17 references.) (MKR)

Math Notebook is a publication issued 10 times a year, with each issue focusing on a particular learning problem in mathematics and its diagnosis and remediation through practical, workable strategies for use by teaches, parents, and tutors. All the articles were written by Mahesh C. Sharma, with the exception of "The Japanese Soroban," by Frances…

Instructional strategies are presented that illustrate ways of developing students' understanding of nonnumerical notation that are compatible with a constructivist stance. The concepts of using letters to represent a range of values and those used to represent unknowns are discussed. (KR)

Discussed is the use of a program called MathCAD which allows students to solve higher order polynomial equations and geometry problems. The use of cooperative learning is emphasized. Included are graphs and part of a printout generated while solving problems with MathCAD. (KR)