Towards a Language-based Model of Students' Early Algebraic Understandings: Some Preliminary Findings

Judith Louise Falle

Towards a Language-based Model of Students' Early Algebraic Understandings: Some Preliminary Findings

Judith Louise Falle

School of Education

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

Abstract

Mathematics is a language. It has its own vocabulary, symbols, syntax and grammar. It is a powerful way of communicating ideas about the world. Increasingly, students have been encouraged to talk about their mathematics, but the potential for using linguistic features of that talk as indicators of student understanding is only beginning to be explored. This paper presents some evidence that the style of students' responses to questions about groups of similar algebraic items can indicate the level of their understanding.

Original language	English
Title of host publication	Building Connections: Theory, Research and Practice. Proceedings of the 28th Annual Conference of the Mathematics Education Research Group of Australasia
Editors	Philip Clarkson, Ann Downton, Donna Gronn, Marj Horne, Andrea McDonough, Robyn Pierce, Anne Roche
Place of Publication	Sydney, Australia
Publisher	Mathematics Education Research Group of Australasia (MERGA)
Pages	345-352
Volume	1
ISBN (Print)	1920846093
Publication status	Published - 2005
Event	MERGA 28: 28th Annual Conference of the Mathematics Education Research Group of Australasia - Melbourne, Australia Duration: 7 Jul 2005 → 9 Jul 2005

Conference

Conference	MERGA 28: 28th Annual Conference of the Mathematics Education Research Group of Australasia
City	Melbourne, Australia
Period	7/07/05 → 9/07/05

Keywords

Education Assessment and Evaluation

Access to Document

https://hdl.handle.net/1959.11/11371

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Falle, J. L. (2005). Towards a Language-based Model of Students' Early Algebraic Understandings: Some Preliminary Findings. In P. Clarkson, A. Downton, D. Gronn, M. Horne, A. McDonough, R. Pierce, & A. Roche (Eds.), Building Connections: Theory, Research and Practice. Proceedings of the 28th Annual Conference of the Mathematics Education Research Group of Australasia (Vol. 1, pp. 345-352). Mathematics Education Research Group of Australasia (MERGA). https://hdl.handle.net/1959.11/11371

Falle, Judith Louise. / Towards a Language-based Model of Students' Early Algebraic Understandings : Some Preliminary Findings. Building Connections: Theory, Research and Practice. Proceedings of the 28th Annual Conference of the Mathematics Education Research Group of Australasia. editor / Philip Clarkson ; Ann Downton ; Donna Gronn ; Marj Horne ; Andrea McDonough ; Robyn Pierce ; Anne Roche. Vol. 1 Sydney, Australia : Mathematics Education Research Group of Australasia (MERGA), 2005. pp. 345-352

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abstract = "Mathematics is a language. It has its own vocabulary, symbols, syntax and grammar. It is a powerful way of communicating ideas about the world. Increasingly, students have been encouraged to talk about their mathematics, but the potential for using linguistic features of that talk as indicators of student understanding is only beginning to be explored. This paper presents some evidence that the style of students' responses to questions about groups of similar algebraic items can indicate the level of their understanding.",

keywords = "Education Assessment and Evaluation",

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

year = "2005",

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pages = "345--352",

editor = "Philip Clarkson and Ann Downton and Donna Gronn and Marj Horne and Andrea McDonough and Robyn Pierce and Anne Roche",

booktitle = "Building Connections: Theory, Research and Practice. Proceedings of the 28th Annual Conference of the Mathematics Education Research Group of Australasia",

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

note = "MERGA 28: 28th Annual Conference of the Mathematics Education Research Group of Australasia ; Conference date: 07-07-2005 Through 09-07-2005",

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Falle, JL 2005, Towards a Language-based Model of Students' Early Algebraic Understandings: Some Preliminary Findings. in P Clarkson, A Downton, D Gronn, M Horne, A McDonough, R Pierce & A Roche (eds), Building Connections: Theory, Research and Practice. Proceedings of the 28th Annual Conference of the Mathematics Education Research Group of Australasia. vol. 1, Mathematics Education Research Group of Australasia (MERGA), Sydney, Australia, pp. 345-352, MERGA 28: 28th Annual Conference of the Mathematics Education Research Group of Australasia, Melbourne, Australia, 7/07/05. <https://hdl.handle.net/1959.11/11371>

Towards a Language-based Model of Students' Early Algebraic Understandings: Some Preliminary Findings. / Falle, Judith Louise.
Building Connections: Theory, Research and Practice. Proceedings of the 28th Annual Conference of the Mathematics Education Research Group of Australasia. ed. / Philip Clarkson; Ann Downton; Donna Gronn; Marj Horne; Andrea McDonough; Robyn Pierce; Anne Roche. Vol. 1 Sydney, Australia: Mathematics Education Research Group of Australasia (MERGA), 2005. p. 345-352.

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

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AB - Mathematics is a language. It has its own vocabulary, symbols, syntax and grammar. It is a powerful way of communicating ideas about the world. Increasingly, students have been encouraged to talk about their mathematics, but the potential for using linguistic features of that talk as indicators of student understanding is only beginning to be explored. This paper presents some evidence that the style of students' responses to questions about groups of similar algebraic items can indicate the level of their understanding.

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Falle JL. Towards a Language-based Model of Students' Early Algebraic Understandings: Some Preliminary Findings. In Clarkson P, Downton A, Gronn D, Horne M, McDonough A, Pierce R, Roche A, editors, Building Connections: Theory, Research and Practice. Proceedings of the 28th Annual Conference of the Mathematics Education Research Group of Australasia. Vol. 1. Sydney, Australia: Mathematics Education Research Group of Australasia (MERGA). 2005. p. 345-352

Towards a Language-based Model of Students' Early Algebraic Understandings: Some Preliminary Findings

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