Mollie MacGregor & Kaye Stacey

STUDENTS' UNDERSTANDING OF ALGEBRAIC NOTATION: 11-15

running head: Understanding algebraic notation

ABSTRACT

Research studies have found that the majority of students up to age 15 seem to be unable to interpret algebraic letters as generalised numbers or even as specific unknowns. Instead, they ignore the letters, replace them with numerical values, or regard them as shorthand names. The principal explanation given in the literature has been a general link to levels of cognitive development. In this paper we trace the origins of specific errors to four additional factors that may or may not be associated with cognitive levels. We present evidence that some of these errors reflect the use of intuitive assumptions and pragmatic reasoning, analogies with familiar symbol systems, interference from new learning in mathematics, and the effects of poorly-designed and misleading teaching materials.