G. Davis, and M. Mcgowen. proceedings of the Annual Meeting of the 26th Annual Meeting of the International Group for the Psychology of Mathematics Education (PME), 2, page 273-280. Norwich, UK, University of Norwich, (July 2002)
Abstract
This paper explores how college students understand ideas of functions, and which representations are productive for them in promoting their ability to work flexibly across representations. The study used pre- and post-test scores, and triangulations via student self evaluations, to generate a hypothesis related to flexible thinking and success in algebra. It used confidence intervals to provide evidence for a highly significant change in student flexibility in algebraic thinking, and to assist in generating a plausible model of how the use of function machines in a developmental algebra course is instrumental in stimulating that flexibility. (Contains 19 references.) (Author/MM)
%0 Conference Paper
%1 RefWorks:13
%A Davis, Gary E.
%A Mcgowen, Mercedes A.
%B proceedings of the Annual Meeting of the 26th Annual Meeting of the International Group for the Psychology of Mathematics Education (PME)
%C Norwich, UK
%D 2002
%I University of Norwich
%K algebra csa-search education functions higher instruction mathematics remedial representation representations skills thinking
%P 273-280
%T Function Machines & Flexible Algebraic Thought
%V 2
%X This paper explores how college students understand ideas of functions, and which representations are productive for them in promoting their ability to work flexibly across representations. The study used pre- and post-test scores, and triangulations via student self evaluations, to generate a hypothesis related to flexible thinking and success in algebra. It used confidence intervals to provide evidence for a highly significant change in student flexibility in algebraic thinking, and to assist in generating a plausible model of how the use of function machines in a developmental algebra course is instrumental in stimulating that flexibility. (Contains 19 references.) (Author/MM)
@inproceedings{RefWorks:13,
abstract = {This paper explores how college students understand ideas of functions, and which representations are productive for them in promoting their ability to work flexibly across representations. The study used pre- and post-test scores, and triangulations via student self evaluations, to generate a hypothesis related to flexible thinking and success in algebra. It used confidence intervals to provide evidence for a highly significant change in student flexibility in algebraic thinking, and to assist in generating a plausible model of how the use of function machines in a developmental algebra course is instrumental in stimulating that flexibility. (Contains 19 references.) (Author/MM)},
added-at = {2010-07-26T19:19:21.000+0200},
address = {Norwich, UK},
author = {Davis, Gary E. and Mcgowen, Mercedes A.},
biburl = {https://www.bibsonomy.org/bibtex/2a06c85c4b1fd76cc68905da4b99d0e42/yish},
booktitle = {proceedings of the Annual Meeting of the 26th Annual Meeting of the International Group for the Psychology of Mathematics Education (PME)},
interhash = {d3ea3ef090943bd6e48852a083c26736},
intrahash = {a06c85c4b1fd76cc68905da4b99d0e42},
keywords = {algebra csa-search education functions higher instruction mathematics remedial representation representations skills thinking},
month = {July},
pages = {273-280},
publisher = {University of Norwich},
timestamp = {2010-07-26T19:19:21.000+0200},
title = {Function Machines & Flexible Algebraic Thought},
volume = 2,
year = 2002
}