Houssart, Jenny and Evens, Hilary
(2003).
*Research in Mathematics Education*, 5 pp. 215–241.

URL: | http://www.bsrlm.org.uk/rmecontents/rme52003.html |
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Google Scholar: | Look up in Google Scholar |

## Abstract

Algebraic thinking is regarded as a high level of mathematical thinking in numbers. In general, the

teaching of algebra starts at the end of the primary school or beginning of secondary schools, but it is

widely recognised that children often find difficulties in algebra. Here the authors examined 11-years-old children’s pre-algebraic thinking. The authors first

discussed their theoretical framework of their study. They particularly used the ‘roots algebra as‘”Strands

or ideas which underlie algebraic thinking’ defined by Mason et al who identified four roots of algebra;

expressing generality; rearranging and manipulating; possibilities and constraints; generalised arithmetic

(Houssart and Evens, 2003, p. 198; Mason et al, 1985). They concluded however that it is difficult to determine the best strategy’ to solve the task (ibid, p. 210), because children’s solutions have both strengths and weaknesses. In general, this study provides us with rich

information how children solve patterns and sequences in mathematics. A suggestion for teachers from this study is that they should take opportunities to work alongside children while drawing diagrams or building models in order to observe whether this informs understanding of the structure. …’ (ibid, pp. 212-3).

Item Type: | Journal Article |
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Academic Unit/Department: | Mathematics, Computing and Technology > Mathematics and Statistics Mathematics, Computing and Technology |

Interdisciplinary Research Centre: | Centre for Research in Education and Educational Technology (CREET) Centre for Research in Education and Educational Technology (CREET) |

Item ID: | 607 |

Depositing User: | Users 12 not found. |

Date Deposited: | 31 May 2006 |

Last Modified: | 14 Jan 2016 15:43 |

URI: | http://oro.open.ac.uk/id/eprint/607 |

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