@inproceedings{581457b797e94afdaed4e071dee55c90,

title = "A multifaceted approach to teaching algebra: students' understanding of variable",

abstract = "The concept of a variable can be a major cause of student difficult v in learning algebra. We propose studying different aspects of variables (unknown, function and generalized number) in parallel with each other using real contexts to associate meaning with the variable involved. We call this a multifaceted approach to teaching algebra. We are investigating whether studying the application of variables using multi-representational environments before moving on to symbol manipulations can reduce student misconceptions and improve algebra performance. Here we report preliminary results of a two-year longitudinal case study of a teaching intervention in one school. Results show that experimental classes demonstrated fewer misconceptions regarding variables as compared to the comparison classes.",

author = "Salma Tahir and Michael Cavanagh and Michael Mitchelmore",

year = "2009",

language = "English",

isbn = "9789602436578",

volume = "5",

series = "PME Conference Proceedings",

publisher = "International Group for the Psychology of Mathematics Education",

pages = "217--224",

editor = "Marianna Tzekaki and Maria Kaldrimidou and Haralambos Sakonidis",

booktitle = "Proceedings of the 33rd conference of the international group for the psychology of mathematics education",

note = "Conference of the International Group for the Psychology of Mathematics Education (33rd : 2009) ; Conference date: 19-07-2009 Through 24-07-2009",

}