Students' Tendency to Conjoin Terms: An Inhibition to their Development of Algebra

Judith Louise Falle

Students' Tendency to Conjoin Terms: An Inhibition to their Development of Algebra

Judith Louise Falle

School of Education

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

Abstract

When students' responses to a test of introductory algebra items were Rasch modelled, three distinct "ability" clusters occurred. The question then arose as to the mathematical thinking that could characterise each of these groups. Data from the test revealed that the tendency to conjoin terms inappropriately occurred with different frequencies in each of the three groups. Interview data and error analyses provided further insight into the students' thinking that resulted in these types of errors. Implications for classroom practice are considered.

Original language	English
Title of host publication	Mathematics: Essential Research, Essential Practice. Proceedings of the 30th Annual Conference of the Mathematics Education Research Group of Australasia
Editors	Jane Watson, Kim Beswick
Place of Publication	Adelaide, Australia
Publisher	Mathematics Education Research Group of Australasia (MERGA)
Pages	285-294
Volume	1
ISBN (Print)	9781920846138
Publication status	Published - 2007
Event	MERGA 30: 30th Annual Conference of the Mathematics Education Research Group of Australasia - Hobart, Australia Duration: 2 Jul 2007 → 7 Jul 2007

Conference

Conference	MERGA 30: 30th Annual Conference of the Mathematics Education Research Group of Australasia
City	Hobart, Australia
Period	2/07/07 → 7/07/07

Keywords

Mathematics and Numeracy Curriculum and Pedagogy

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https://hdl.handle.net/1959.11/10958

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Falle, J. L. (2007). Students' Tendency to Conjoin Terms: An Inhibition to their Development of Algebra. In J. Watson, & K. Beswick (Eds.), Mathematics: Essential Research, Essential Practice. Proceedings of the 30th Annual Conference of the Mathematics Education Research Group of Australasia (Vol. 1, pp. 285-294). Mathematics Education Research Group of Australasia (MERGA). https://hdl.handle.net/1959.11/10958

Falle, Judith Louise. / Students' Tendency to Conjoin Terms : An Inhibition to their Development of Algebra. Mathematics: Essential Research, Essential Practice. Proceedings of the 30th Annual Conference of the Mathematics Education Research Group of Australasia. editor / Jane Watson ; Kim Beswick. Vol. 1 Adelaide, Australia : Mathematics Education Research Group of Australasia (MERGA), 2007. pp. 285-294

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abstract = "When students' responses to a test of introductory algebra items were Rasch modelled, three distinct {"}ability{"} clusters occurred. The question then arose as to the mathematical thinking that could characterise each of these groups. Data from the test revealed that the tendency to conjoin terms inappropriately occurred with different frequencies in each of the three groups. Interview data and error analyses provided further insight into the students' thinking that resulted in these types of errors. Implications for classroom practice are considered.",

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author = "Falle, \{Judith Louise\}",

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booktitle = "Mathematics: Essential Research, Essential Practice. Proceedings of the 30th Annual Conference of the Mathematics Education Research Group of Australasia",

publisher = "Mathematics Education Research Group of Australasia (MERGA)",

note = "MERGA 30: 30th Annual Conference of the Mathematics Education Research Group of Australasia ; Conference date: 02-07-2007 Through 07-07-2007",

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Falle, JL 2007, Students' Tendency to Conjoin Terms: An Inhibition to their Development of Algebra. in J Watson & K Beswick (eds), Mathematics: Essential Research, Essential Practice. Proceedings of the 30th Annual Conference of the Mathematics Education Research Group of Australasia. vol. 1, Mathematics Education Research Group of Australasia (MERGA), Adelaide, Australia, pp. 285-294, MERGA 30: 30th Annual Conference of the Mathematics Education Research Group of Australasia, Hobart, Australia, 2/07/07. <https://hdl.handle.net/1959.11/10958>

Students' Tendency to Conjoin Terms: An Inhibition to their Development of Algebra. / Falle, Judith Louise.
Mathematics: Essential Research, Essential Practice. Proceedings of the 30th Annual Conference of the Mathematics Education Research Group of Australasia. ed. / Jane Watson; Kim Beswick. Vol. 1 Adelaide, Australia: Mathematics Education Research Group of Australasia (MERGA), 2007. p. 285-294.

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

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N2 - When students' responses to a test of introductory algebra items were Rasch modelled, three distinct "ability" clusters occurred. The question then arose as to the mathematical thinking that could characterise each of these groups. Data from the test revealed that the tendency to conjoin terms inappropriately occurred with different frequencies in each of the three groups. Interview data and error analyses provided further insight into the students' thinking that resulted in these types of errors. Implications for classroom practice are considered.

AB - When students' responses to a test of introductory algebra items were Rasch modelled, three distinct "ability" clusters occurred. The question then arose as to the mathematical thinking that could characterise each of these groups. Data from the test revealed that the tendency to conjoin terms inappropriately occurred with different frequencies in each of the three groups. Interview data and error analyses provided further insight into the students' thinking that resulted in these types of errors. Implications for classroom practice are considered.

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BT - Mathematics: Essential Research, Essential Practice. Proceedings of the 30th Annual Conference of the Mathematics Education Research Group of Australasia

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Falle JL. Students' Tendency to Conjoin Terms: An Inhibition to their Development of Algebra. In Watson J, Beswick K, editors, Mathematics: Essential Research, Essential Practice. Proceedings of the 30th Annual Conference of the Mathematics Education Research Group of Australasia. Vol. 1. Adelaide, Australia: Mathematics Education Research Group of Australasia (MERGA). 2007. p. 285-294

Students' Tendency to Conjoin Terms: An Inhibition to their Development of Algebra

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