Teachers' and Researchers' Beliefs about the Development of Algebraic Reasoning.

By Mitchell J. Nathan, K. Koedinger. 2000

202 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/b26e90c4308234c20cb2dcc5b7fd2fa919946510

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Citations in the corpus

Expert Blind Spot Among Preservice Teachers (2003, methodology): “We also note that the middle and high school teachers studied by Nathan and Koedinger (2000a) accurately predicted student performance differences in arithmetic and algebraic problems, even though the teachers differed in their views about symbolic and verbal problems.”
An Investigation of Teachers' Beliefs of Students' Algebra Development (2000, methodology): “Because of the emphasis on verbal reasoning shown in students’ invented solutionmethodsandtheirpreferencetoapply thesemethodstoverbalproblems,Nathan and Koedinger (2000) described students’ developing algebra competence within a verbal-precedence model and contrasted it with the symbol-precedence…”
The Real Story Behind Story Problems: Effects of Representations on Quantitative Reasoning (2004, methodology): “The results of DFA1 and DFA2 contradict the common belief in the ubiquitous difficulty of story problems as well as the predictions of teachers and education researchers (Nathan & Koedinger, 2000a) and cognitive researchers (Cummins et al., 1988).”
Supporting Algebraic Reasoning through Personalized Story Scenarios: How Situational Understanding Mediates Performance (2013, unknown): “…informal methods, such as systematic guess and check, when confronted with algebraic tasks (Carraher et al., 2006; Hall, Kibler, Wenger, & Truxaw, 1989; Johanning, 2004; Kieran, 1988; Koedinger & Nathan, 2004; Nathan & Koedinger, 2000a, 2000b; Nathan, Stephens, Masarik, Alibali, & Koedinger, 2002).”
Algebraic Equations: Can Middle-School Students Meaningfully Translate from Words to Mathematical Symbols? (2006, background): “Nathan and Koedinger (2000) examined the perceived difficulty of problems presented in symbolic formats (number sentences) and those presented in verbal formats (story problems), as well as problems of both types that involved result-unknown (primarily arithmetic) or start-unknown (primarily algebra”
The Symbol Precedence View of Mathematical Development: A Corpus Analysis of the Rhetorical Structure of Textbooks (2002, methodology): “As reported, middle school teachers did not support the symbol precedence view as strongly, however, and they were more likely than high school teachers to rank algebra story problems as easier than symbolically presented algebra equations (Nathan & Koedinger, 2000a).”
"Playing the game" of story problems: Coordinating situation-based reasoning with algebraic representation (2012, background): “…suggested by the verbal precedence work, verbal skills develop prior to symbolic skills, and thus verbal contexts ay allow entry into problem solving through the use of informal, invented strategies (Carraher, Carraher, & Schliemann, 987; Koedinger & Nathan, 2004; Nathan & Koedinger, 2000b, 2000c).”
Relationships between Students' Fractional Knowledge and Equation Writing. (2015, background): “First, it may help account for why students do not write and solve equations when they can use strategies like guessing and checking values or unwinding arithmetical operations (Bednarz & Janvier, 1996; Johanning, 2004; Nathan & Koedinger, 2000; Swafford & Langrall, 2000).”