The role of arithmetic structure in the transition from arithmetic to algebra

By E. Warren. 2003

113 citations recorded by the source corpus.

Subfields: Education, Statistics and Probability, Theoretical Computer Science

View Paper: https://www.semanticscholar.org/paper/8434a7af8b7b5527213832e478c6dd27676250bb

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Alexandra Huyghe
2. E. Juliana Paré-Blagoev
3. K. Koedinger
4. Laura A. Cooper
5. M. Donovan
6. Julie L. Booth
7. Robert S. Siegler
8. Mitchell J. Nathan

In Statistics and Probability

1. K. Koedinger
2. Julie L. Booth
3. Robert S. Siegler
4. Mitchell J. Nathan
5. Rafael E. Núñez
6. Anthony J. Petrosino
7. Geetha B. Ramani
8. Martha W. Alibali

Citations in the corpus

• The negative sign and exponential expressions: Unveiling students’ persistent errors and misconceptions (2013, background): “Research on the development of algebraic reasoning is an emerging focus area in mathematics education (e.g., Kieran, 2007; Seng, 2010; Vlassis, 2002a, 2002b; Warren, 2003).”
• Design-Based Research Within the Constraints of Practice: AlgebraByExample (2015, background): “…Stephens, McNeil, & Alibali, 2006); that negative signs represent only the subtraction operation and do not modify terms (Vlassis, 2004); that subtraction is commutative (Warren, 2003); and that variables cannot take on multiple values (L. R. Booth, 1984; Knuth et al., 2006; K€uchemann, 1978).”