Curriculum Reform and Approaches to Algebra

By Kaye Stacey, M. MacGregor. 2001

52 citations recorded by the source corpus.

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Citations in the corpus

Middle school children’s cognitive perceptions of constructive and deconstructive generalizations involving linear figural patterns (2008, background): “Based on results drawn from Year 7 to Year 10 (ages 12‐15) Australian students and their reflections on a national recommendation for a pattern-based approach to algebra, MacGregor and Stacey (MacGregor & Stacey, 1992; Stacey & MacGregor, 2001 ) surface students’ difficulties in ‘‘transition[ing] f”
Using patterns generically to see structure (2010, background): “This point is made by Stacey herself in some of her subsequent work (eg, Stacey & MacGregor, 2001 ).”
Generalization and Justification: The Challenge of Introducing Algebraic Reasoning Through Patterning Activities (2005, background): “Lastly, similar to the findings of others (Stacey, 1989; Stacey & MacGregor, 2001), students’ shallow understanding of mathematical operations inhibits the development of algebraic generalizations.”
Visual templates in pattern generalization activity (2010, background): “... findings at the K-9 and preservice elementary undergraduate levels involving generalization in patterning activity, we still need further research in terms of how such coordination could take place more effectively in a systematic manner (Mulligan & Mitchelmore, 2009; Warren & Cooper, 2008; Rive”
Algebraic generalisation strategies: Factors influencing student strategy selection (2006, background): “Stacey and MacGregor (2001) noted that many of the tasks used to develop explicit reasoning tend to focus students on the recursive relationship that exist in the situation, rather than promoting the use of more sophisticated strategies.”