Question

Should algebra be taught by 8th grade? What does the research say?

Response

Hello,

In response to your request on teaching algebra in eighth grade, I conducted a sample search of the ERIC database. Below I have appended my search strategy, 12 citations with abstracts, and directions for accessing the full text. These citations may represent an introductory, rather than exhaustive, search for information on your topic.

If you would like to conduct your own free ERIC database searches via the Internet, please visit the ERIC Database Help pages for directions or go directly to http://www.eduref.org/Eric/adv_search.shtml to search.

I have also attached some related resources that may be helpful.

Thank you for using AskERIC! If you have any questions or would like further assistance, please do not hesitate to send another message.

AskERIC Staff

Internet Sites:

* Improving Mathematics in Middle School: Lessons from TIMSS and Related Research
(March 1998) By Edward A. Silver, School of Education and LRDC, University of Pittsburgh
http://www.ed.gov/inits/Math/silver.htm

* The Third International Mathematics and Science Study (TIMSS)
TIMSS tested and analyzed the performance of more than than half a million students and administered questionnaires to thousands of educators and administraotrs. Also, TIMSS investigated the mathematics and science curricula of about 40 countries including curriculum guides, textbooks, and other curricular materials.
http://timss.bc.edu/

* America Counts
A Federal initiative that focuses on six strategic areas for improving mathematics education, includig supporting high-quality research to inform best practices of mathematics teaching and learning and encouraging a challenging and engaging curriculum for all students based on rigorous standards.
http://ed.gov/americacounts/

* Mathematics Education
Includes New Directions and Issues in Pedagogy, Organizations and Journals for Math Education, Research in Math Education, Technology in Math Education, and more.
http://mathforum.org/mathed/

* Annenberg/CPB - The Guide to Math and Science Reform, 5th Edition
The Guide to Math & Science Reform is a database of more than 1000 entries that describe projects and organizations dedicated to significantly improving K-12 mathematics and science education in America. The Guide was developed to share current information about science and mathematics education and to help interested individuals contact others with similar goals.
http://www.learner.org/theguide/

* ERIC Digest: Curriculum and Evaluation Standards for Mathematics Education.
http://www.ericfacility.net/ericdigests/ed319630.html

Electronic Journal:

* ENC Focus
An electronic magazine rom the Eisenhower National Clearinghouse for Mathematics and Science Education for K-12 classroom teachers striving to improve mathematics and science education.
http://www.enc.org/focus/

Electronic Discussion Groups:

* Math-teach
This list has been established to facilitate the discussion of teaching
mathematics, including conversations about the NCTM standards.
To subscribe, address an e-mail message to: majordomo@mathforum.org
In the body of the message, include the text: subscribe math-teach
Archives: http://mathforum.org/epigone/math-teach

* MIDDLE-L
This list if for those interested in middle level education and children from ages 10 to 14.
To subscribe, address an e-mail message to: listserv@postoffice.cso.uiuc.edu
In the message body type: subscribe middle-l Your First and Last Name
Archives: http://ecap.crc.uiuc.edu/listserv/middle-l.html

Organizations:

* National Council of Teachers of Mathematics
1906 Association Drive|
Reston, Virginia  20191-1593
Tel: 703) 620-9840
Fax: 703/476-2970
For Membership Applications: 800/235-7566
E-mail: infocentral@nctm.org
http://www.nctm.org/

* National Center for Improving Student Learning Achievement in Mathematics and Science
Wisconsin Center for Education Research
School of Education
University of Wisconsin-Madison
1025 West Johnson Street
Madison, WI  53076
Tel:  608/265-6240
Fax:  608/263-3406
E-mail:  ncisla@mail.soemadison.wisc.edu
http://www.wcer.wisc.edu/ncisla/

Below are several ERIC Citations that may be relevant to your question. For information on obtaining the full text of the materials cited below please refer to our document on how to obtain the full text of materials cited in ERIC at: http://www.eduref.org/Eric/Help/obtain.shtml For more information about ERIC Citations, including an explanation of the abbreviations used for the field codes, click here: http://www.eduref.org/Virtual/Qa/archives/fields.shtml

ERIC Database Citations through 12/2002:

Search Strategy: algebra (All Descriptors) AND mathematics curriculum (All Descriptors) AND mathematics education (All Descriptors)

To run this search in the ERIC Database click the "Submit" button

Record 1 of 12 - The ERIC Database

AN: ED430792
CHN: SE062573
AU: Leutzinger,-Larry, ed.
TI: Mathematics in the Middle.
CS: National Council of Teachers of Mathematics, Inc., Reston, VA.; National Middle School Association, Columbus, OH.
PY: 1998
AV: National Council of Teachers of Mathematics, 1906 Association Drive, Reston, VA 20191-1593.
PR: EDRS Price MF01 Plus Postage. PC Not Available from EDRS.
DL: http://www.edrs.com/members/sp.cfm?AN=ED430792
DT: Books (010)
CP: U.S.; Virginia
LA: English
PG: 225
DE: *Educational-Change; *Mathematics-Curriculum; *Mathematics-Instruction; *Middle-Schools
DE: Algebra-; Arithmetic-; Educational-Technology; Geometry-; High-Schools; Student-Evaluation
AB: This book contains articles that help to further the process of reform in the middle grades, recognizing that the knowledge acquired during these years greatly affects how well the secondary school curriculum will attain its goals. Critical issues facing middle grade classes in particular and all mathematics classrooms in general are discussed. The centerpiece of this book features five curriculum development projects, all explained in detail and presenting important topics concerning the reform issue. Projects, activities, and programs that encourage the implementation of the recommendations made by the National Council of Teachers of Mathematics (NCTM) are also included. Chapters include: (1) "Middle School Mathematics Reform: Form vs. Spirit" (Gary Tsuruda); (2) "Algebra: The First Gate" (Elizabeth Phillips and Glenda Lappan) (3) "A Multiple-Intelligence Approach to Middle School Mathematics" (Dean A. Murphy); (4) "Conceptual and Procedural Understanding in Middle School Mathematics" (Anthony Rickard); (5) "Transforming Middle School Mathematics through Teacher Empowerment" (Azita Manouchehri and Carol Sipes); (6) "The Role of Technology in the Middle Grades" (Gary G. Bitter and Mary M. Hatfield); (7) "Parents: A Critical Piece of the Mathematics Reform Puzzle" (Mary L. Delagardelle and Matthew A. Ludwig); (8) "Implementing Recommended Reforms in Middle School Mathematics Education: Perceptions of Preservice Teachers" (Todd Johnson); (9) "Rethinking Professional Development: Supporting Reform in Middle-Grades Mathematics through the Cultivation of Teaching Dispositions" (Ron Ritchhart); (10) "Accomplishing New Goals for Instruction and Assessment through Classroom-Embedded Professional Development" (Nancy Katims and Clara F. Tolbert); (11) "Reflections on High School Reform and Implications for Middle School" (Eric W. Hart and Jacqueline Stewart); (12) "Ports of Entry into Curricular Change" (Steven R. Williams, Stephanie Z. Smith, Judith Mumme, and Nanette Seago); (13) "Teaching and Learning in the Connected Mathematics Project" (Glenda Lappan and Elizabeth Phillips); (14) "Middle Grades Math Thematics: The STEM Project--a Look at Developing a Middle School Mathematics Curriculum" (Rick Billstein); (15) "Designing Middle School Mathematics Materials Using Problems Created to Help Students Progress from Informal to Formal Mathematical Reasoning" (Thomas A. Romberg); (16) "What Should a Middle School Mathematics Classroom Look Like? Watching the 'Seeing and Thinking Mathematically' Curriculum in Action" (Glenn M. Kleiman, Dan Tobin, and Shelley Isaacson); (17) "Engaging Middle Schoolers in and through Real-World Mathematics" (Shelley V. Goldman, Jennifer Knudsen, and Michelle Latvala); (18) "Classroom-Based Curriculum Development: A Case History" (Linda Cooper Foreman); (19) "Standards-Based Middle School Mathematics Curricula: What Do Students Think?" (Robert E. Reys, Barbara J. Reys, David E. Barnes, John K. Beem, Richard T. Lapan, and Ira J. Papick); (20) "The Power of Discourse" (Connie Laughlin and John C. Moyer); (21) "Mathematics the Write Way" (Ann M. Enyart and Laura R. Van Zoest); (22) "Mathematics by E-Mail" (Evelyn M. Silvia); (23) "Infusing Shape and Dimension into the Mathematics Curriculum" (Deann Huinker, Connie Laughlin, and Joseph Georgeson); (24) "The Pentomino Project: Moving Students from Manipulatives to Reasoning and Thinking about Mathematical Ideas" (Susan Mercer and Marjorie A. Henningsen); (25) "Technology-Based Geometric Explorations for the Middle Grades" (Mary C. Enderson and Azita Manouchehri); (26) "Building Foundations for Conceptual Understanding of Arithmetic Average in the Middle-Grades Classroom" (Jinfa Cai); (27) "Developing Concepts in Probability: Designing and Analyzing Games" (Frances R. Curcio, Barbara Nimerofsky, Rossana Perez, and Shirel Yaloz-Femia), and (28) "Promoting Mathematical Learning in the Middle School: PUMP Project Strategies" (Carol A. Thornton, Jane O. Swafford, Graham A. Jones, Cynthia W. Langrall, Gladis Kersaint, and Edward Mooney). (ASK)
LV: 2
CH: SE
FI: ED
DTC: 010
UD: 199910 (RIE)

Record 2 of 12 - The ERIC Database

AN: EJ526526
CHN: SE556080
AU: English,-Lyn-D.; Warren,-Elizabeth-A.
TI: General Reasoning Processes and Elementary Algebraic Understanding: Implications for Initial Instruction.
PY: 1995
SO: Focus-on-Learning-Problems-in-Mathematics; v17 n4 p1-19 Fall 1995
ISSN: 0272-8893
DT: Reports-Research (143); Journal-Articles (080)
LA: English
DE: *Algebra-; *Generalization-; *Junior-High-School-Students; *Mathematics-Instruction; *Patterns-in-Mathematics; *Problem-Solving; *Thinking-Skills
DE: Foreign-Countries; Grade-7; Grade-8; Junior-High-Schools
ID: Australia-(Brisbane)
AB: Assessment of general reasoning processes, elementary algebraic understanding, and novel problem solving of (n=147) seventh- and eighth-grade students found that abilities to generalize from patterns and tables of data and understanding variable constructs contributed significantly to application of algebraic concepts and processes. Questions algebraic instructional practices using patterning without additional instruction in drawing generalizations. Contains 68 references. (MKR)
CH: SE
FI: EJ
DTC: 143; 080
UD: 199611 (CIJE)

Record 3 of 12 - The ERIC Database

AN: ED396915
CHN: SE058343
AU: Shakrani,-Sharif
TI: Eighth-Grade Algebra Course-Taking and Mathematics Proficiency.
CS: National Center for Education Statistics (ED), Washington, DC.
RN: NCES-96-815
PY: 1996
SO: NAEPFACTS-; v1 n2 Feb 1996
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://www.edrs.com/members/sp.cfm?AN=ED396915
DT: Collected-Works-Serials (022); Numeric-or-Quantitative-Data (110); Reports-Research (143)
CP: U.S.; District-of-Columbia
LA: English
GL: Federal
PG: 5
DE: *Algebra-; *Grade-8; *Junior-High-School-Students; *Mathematics-Achievement; *National-Competency-Tests
DE: Junior-High-Schools
ID: *National-Assessment-of-Educational-Progress
AB: This brochure is part of NAEPFACTS, a new series that briefly summarizes findings from the National Assessment of Educational Progress (NAEP). Course-taking is generally a powerful indicator of mathematics achievement. This occurs partially because students who are more proficient tend to take more mathematics classes and, at the eighth grade, the better students are tracked into more advanced classes. The 1992 NAEP results linking proficiency to course work confirm this pattern, with eighth graders enrolled in pre-algebra and algebra courses having higher proficiency scores than students taking eighth-grade mathematics. Contains two tables for 1992: (1) National average proficiency of public and private school eighth-grade students by mathematics course-taking, and by race and gender and (2) Average proficiency of eighth-grade public school students by mathematics course-taking, and by state. (MKR)
LV: 1
CH: SE
FI: ED
DTC: 022; 110; 143
UD: 199611 (RIE)

Record 4 of 12 - The ERIC Database

AN: EJ515323
CHN: SE555019
AU: Heid,-M.-Kathleen; Zbiek,-Rose-Mary
TI: A Technology-Intensive Approach to Algebra.
PY: 1995
SO: Mathematics-Teacher; v88 n8 p650-56 Nov 1995
ISSN: 0025-5769
NT: Focus issue: Emerging Programs.
DT: Guides-Classroom-Teacher (052); Journal-Articles (080)
TA: Teachers; Practitioners
LA: English
DE: *Algebra-; *Computer-Uses-in-Education; *Demonstration-Programs; *Mathematical-Applications; *Mathematics-Instruction
DE: Educational-Technology; Mathematics-Education; Secondary-Education; Secondary-School-Mathematics
ID: *Reform-Efforts; *Representations-(Mathematics)
AB: Computer-Intensive Algebra (CIA) focuses on the use of technology to help develop a rich understanding of fundamental algebraic concepts in real-world settings using computing tools for easy access to numerical, graphical, and symbolic representations of mathematical ideas. (MKR)
CH: SE
FI: EJ
DTC: 052; 080
UD: 199604 (CIJE)

Record 5 of 12 - The ERIC Database

AN: ED389590
CHN: SE057234
AU: Brahier,-Daniel-J.
TI: Mathematical Dispositions of Students Enrolled in First-Year Algebra.
PY: 1995
NT: Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (17th, Columbus, OH, October 21-24, 1995). For entire conference proceedings, see SE 057 177.
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://www.edrs.com/members/sp.cfm?AN=ED389590
DT: Reports-Research (143); Speeches-or-Meeting-Papers (150)
CP: U.S.; Ohio
LA: English
PG: 8
DE: *Affective-Behavior; *Algebra-; *Junior-High-School-Students; *Personality-; *Student-Attitudes
DE: Grade-8; Junior-High-Schools; Mathematics-Education; Observation-; Secondary-Education; Surveys-
AB: Dispositions of eighth graders accelerated into first-year algebra were described in this study. Data were collected through surveys, observations, interviews, and cumulative academic files. The most frequently reported reasons for enrolling in algebra were for acceleration of course-taking and preparation for high school. Males demonstrated a higher level of self-efficacy to perform in algebra and secondary mathematics. Students showed a high level of perseverance in terms of sacrifices made to take the course, but classroom performances indicated negative dispositions toward mathematics. Students were driven by a desire to please the teacher and earn grades rather than out of natural curiosity and interest. Neither students nor their parents recognized the real-world applications of algebra. Certain teaching methodologies appeared to evoke positive dispositions. Contains 17 references. (Author)
LV: 1
CH: SE
FI: ED
DTC: 143; 150
UD: 199604 (RIE)

Record 6 of 12 - The ERIC Database

AN: ED389571
CHN: SE057214
AU: Rachlin,-Sidney-L.
TI: The Development of Problem-Solving Processes in a Heterogeneous Eighth Grade Algebra Class.
PY: 1995
NT: Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (17th, Columbus, OH, October 21-24, 1995). For entire conference proceedings, see SE 057 177.
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://www.edrs.com/members/sp.cfm?AN=ED389571
DT: Reports-Research (143); Speeches-or-Meeting-Papers (150)
CP: U.S.; North-Carolina
LA: English
PG: 8
DE: *Algebra-; *Cognitive-Processes; *Junior-High-School-Students; *Mathematics-Instruction; *Problem-Solving
DE: Grade-8; Junior-High-Schools; Teaching-Methods
AB: The primary purpose of this study was to evaluate the application of a process approach for the teaching of algebra with a heterogeneous class of eighth-grade students. The assessment was conducted by identifying the processes used by above-average, average, and below-average algebra students in solving standard and nonstandard problems ranging across a content X process X form matrix-(integers, fractions, polynomials) X (generalization, reversibility, flexibility) X (expression, equation). Transcripts of the experimental data were coded and contrasted with normed data from earlier studies involving more homogeneous groups. (Author)
LV: 1
CH: SE
FI: ED
DTC: 143; 150
UD: 199604 (RIE)

Record 7 of 12 - The ERIC Database

AN: EJ514088
CHN: SE554990
AU: Dugdale,-Sharon; and-others
TI: Technology and Algebra Curriculum Reform: Current Issues, Potential Directions, and Research Questions.
PY: 1995
SO: Journal-of-Computers-in-Mathematics-and-Science-Teaching; v14 n3 p325-57 1995
ISSN: 0731-9258
DT: Opinion-Papers (120); Journal-Articles (080)
LA: English
DE: *Algebra-; *Educational-Technology; *Models-; *Secondary-School-Mathematics
DE: Calculators-; Higher-Education; Mathematics-Education; Mathematics-Instruction; Secondary-Education; Student-Evaluation
ID: *Mathematics-Education-Research; *Reform-Efforts
AB: Characterizes algebra as a way of reasoning involving variables/functional relationships, generalization/modes of representation, and mathematical investigation/argument. Examines curricular goals; considers contributions of technology to reconceptualize algebra; and suggests directions for future development of tools and models, research agendas, and implications for assessment. Contains 62 references. (Author/MKR)
CH: SE
FI: EJ
DTC: 120; 080
UD: 199603 (CIJE)

Record 8 of 12 - The ERIC Database

AN: ED385437
CHN: SE056573
AU: Lacampagne,-Carole-B., ed.; and-others
TI: The Algebra Initiative Colloquium. Volume 2: Working Group Papers.
CS: Office of Educational Research and Improvement (ED), Washington, DC.
PY: 1995
ISBN: 0160480752
AV: U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328.
NT: For volume 1, see SE 056 572.
PR: EDRS Price MF01/PC10 Plus Postage.
DL: http://www.edrs.com/members/sp.cfm?AN=ED385437
DT: Collected-Works-Proceedings (021); Opinion-Papers (120)
CP: U.S.; District-of-Columbia
TA: Teachers; Practitioners
LA: English
PG: 231
DE: *Algebra-; *Educational-Change; *Mathematics-Curriculum; *Mathematics-Instruction
DE: Conference-Proceedings; Elementary-Secondary-Education; Higher-Education; Mathematics-Education; Teacher-Education
ID: *Reform-Efforts
AB: This volume presents recommendations from four working groups at a conference on reform in algebra held in Leesburg, Virginia, December 9-12, 1993. Working Group 1: Creating an Appropriate Algebra Experience for All Grades K-12 Students produced the following papers: (1) "Report" (A. H. Schoenfeld); (2) "Five Questions About Algebra Reform (and a thought experiment)" (D. Chazan); (3) "Algebra and the Democratic Imperative" (R. B. Davis); (4) "Realism(s) for Learning Algebra" (R. Hall); (5) "Algebra, The New Civil Right" (B. Moses); (6) "Issues Surrounding Algebra" (E. Phillips); (7) "Is Thinking About 'Algebra' a Misdirection?" (A. H. Schoenfeld); and (8) "Thoughts Preceding the Algebra Colloquium" (Z. Usiskin). Working Group 2: Educating Teachers, Including K-8 Teachers, to Provide These Algebra Experiences produced: (1) "Report" (A. Buccino); (2) "Educating Teachers to Provide Appropriate Algebra Experiences: Practicing Elementary and Secondary Teachers--Part of the Problem or Part of the Solution?" (C. Gifford-Banwart); (3) "Educating Teachers for Algebra" (A. Buccino); (4) "Experience, Abstraction, and 'Algebra for All': Some Thoughts on Situations, Algebra, and Feminist Research" (S. K. Damarin); (5) "Educating Teachers, Including K-8 Teachers, to Provide Appropriate Algebra Experiences" (N. D. Fisher); (6) "On the Learning and Teaching of Linear Algebra" (G. Harel); and (7) "Algebra: The Next Public Stand for the Vision of Mathematics for All Students" (H. S. Kepner, Jr.). Working Group 3: Reshaping Algebra to Serve the Evolving Needs of the Technical Workforce produced: (1) "Report" (S. Forman); (2) "Algebra, Jobs, and Motivation" (P. Davis); (3) "To Strengthen Technical Education Systematically" (J. G. Greeno); (4) "Thoughts About Reshaping Algebra to Serve the Evolving Needs of a Technical Workforce" (R. Lesh); (5) "Algebra for the Technical Workforce of the 21st Century" (P. D. McCray); (6) "Some Thoughts on Algebra for the Evolving Work Force" (T. A. Romberg & M. Spence); and (7) "Algebra: A Vision for the Future" (S. S. Wood). Working Group 4: Renewing Algebra at the College Level to Serve the Future Mathematician, Scientist, and Engineer produced: (1) "Report" (J. Gallian); (2) "Some Thoughts on Teaching Undergraduate Algebra" (W. D. Blair); (3) "Toward One Meaning for Algebra" (A. Cuoco); (4) "Some Thoughts on Abstract Algebra" (S. Montgomery); and (5) "Suggestions for the Teaching of Algebra" (W. Y. Velez). Appendices include the conference agenda; Conceptual Framework for the Algebra Initiative of the National Institute on Student Achievement, Curriculum, and Assessment; and a participant list. (MKR)
LV: 1
CH: SE
FI: ED
DTC: 021; 120
UD: 199512 (RIE)

Record 9 of 12 - The ERIC Database

AN: ED385436
CHN: SE056572
AU: Lacampagne,-Carole-B., ed.; and-others
TI: The Algebra Initiative Colloquium. Volume 1: Plenary and Reactor Papers.
CS: Office of Educational Research and Improvement (ED), Washington, DC.
PY: 1995
ISBN: 0160480752
AV: U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328.
NT: For volume 2, see SE 056 573.
PR: EDRS Price MF01/PC07 Plus Postage.
DL: http://www.edrs.com/members/sp.cfm?AN=ED385436
DT: Collected-Works-Proceedings (021); Opinion-Papers (120)
CP: U.S.; District-of-Columbia
TA: Teachers; Practitioners
LA: English
PG: 157
DE: *Algebra-; *Educational-Change; *Mathematics-Curriculum; *Mathematics-Instruction
DE: Conference-Proceedings; Elementary-Secondary-Education; Higher-Education; Mathematics-Education; Teacher-Education
ID: *Reform-Efforts
AB: This volume contains the plenary or reactor papers presented at a conference on reform in algebra held in Leesburg, Virginia, December 9-12, 1993. Papers included are: (1) "Introduction" (C. B. Lacampagne); (2) "Summary" (C. B. Lacampagne); (3) "Recommendations" (C. B. Lacampagne); (4) "The Development of Algebra and Algebra Education" (V. J. Katz); (5) "Long-Term Algebra Reform: Democratizing Access to Big Ideas" (J. J. Kaput); (6) "Algebra in the K-12 Curriculum" (G. Burrill); (7) "What Is the Appropriate K-12 Algebra Experience for Various Students?" (J. Fey); (8) "Algebra at the College Level" (M. Artin); (9) "Algebra Initiative" (V. Pless); (10) "Algebra and the Technical Workforce" (H. Pollak); (11) "Reshaping Algebra to Serve the Evolving Needs of the Technical Workforce" (S. Garfunkel); (12) "A Cognitive Perspective in the Mathematical Preparation of Teachers: The Case of Algebra" (A. G. Thompson & P. W. Thompson); (13) "Preparing Teachers to Teach Algebra for All: Preliminary Musings and Questions" (M. Enneking); and (14) "Algebra for All: Dumbing Down or Summing Up?" (L. A. Steen). Appendices include the conference agenda; Conceptual Framework for the Algebra Initiative of the National Institute on Student Achievement, Curriculum, and Assessment; and a participant list. (MKR)
LV: 1
CH: SE
FI: ED
DTC: 021; 120
UD: 199512 (RIE)

Record 10 of 12 - The ERIC Database

AN: EJ505700
CHN: SE554303
AU: Arcavi,-Abraham
TI: Teaching and Learning Algebra: Past, Present, and Future.
PY: 1995
SO: Journal-of-Mathematical-Behavior; v14 n1 p145-62 Mar 1995
ISSN: 0732-3123
DT: Opinion-Papers (120); Speeches-or-Meeting-Papers (150); Journal-Articles (080)
LA: English
DE: *Algebra-; *Concept-Formation; *Mathematics-Instruction; *Mathematics-Skills; *Symbols-Mathematics
DE: Elementary-Secondary-Education; Higher-Education; Mathematics-Education; Technology-
AB: This article is the last keynote address of the Algebra Working Group of the Seventh International Conference on Mathematical Education held in Quebec City, Canada in August 1992. Attempts to integrate, and react to, the broad range of issues raised by the Algebra Working Group. (35 references) (MKR)
CH: SE
FI: EJ
DTC: 120; 150; 080
UD: 199510 (CIJE)

Record 11 of 12 - The ERIC Database

AN: EJ505695
CHN: SE554298
AU: Bell,-Alan
TI: Purpose in School Algebra.
PY: 1995
SO: Journal-of-Mathematical-Behavior; v14 n1 p41-73 Mar 1995
ISSN: 0732-3123
DT: Information-Analyses-General (070); 120; Speeches-or-Meeting-Papers (150); Journal-Articles (080)
LA: English
DE: *Algebra-; *Mathematics-Achievement; *Mathematics-Curriculum
DE: Mathematics-Education; Mathematics-Instruction; Secondary-Education
ID: *Mathematics-Education-Research
AB: Clarifies aims and objectives of school algebra, reviews research on students' performance, and suggests curriculum modifications. This article is one of the keynote addresses of the Algebra Working Group of the Seventh International Conference on Mathematical Education held in Quebec City, Canada in August 1992. (26 references) (Author/MKR)
CH: SE
FI: EJ
DTC: 070; 120; 150; 080
UD: 199510 (CIJE)

Record 12 of 12 - The ERIC Database

AN: EJ495496
CHN: SE553430
AU: Herscovics,-Nicolas; Linchevski,-Liora
TI: A Cognitive Gap between Arithmetic and Algebra.
PY: 1994
SO: Educational-Studies-in-Mathematics; v27 n1 p59-78 Jul 1994
ISSN: 0013-1954
DT: Reports-Research (143); Journal-Articles (080)
LA: English
DE: *Algebra-; *Arithmetic-; *Cognitive-Development; *Cognitive-Structures; *Equations-Mathematics; *Junior-High-School-Students
DE: Elementary-Secondary-Education; Foreign-Countries; Grade-7; Interviews-; Mathematics-Curriculum; Mathematics-Education; Mathematics-Instruction
ID: Canada-; Mathematics-Education-Research; Quebec-(Montreal)
AB: Investigated the upper limits of (n=22) seventh-grade students' informal processes in solving first degree equations in one unknown prior to instruction. Results indicated the existence of a cognitive gap between arithmetic and algebra characterized as the students' inability to operate spontaneously with or on the unknown. (37 references) (Author/MKR)
CH: SE
FI: EJ
DTC: 143; 080
UD: 199504 (CIJE)

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