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The effect of different approaches to algebra on students’ perceptions of functional relationships

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Abstract

National curriculum guidelines advise teachers to begin algebra with the study of patterns leading to their description as algebra rules relating two variables. Traditional approaches are based on the use of algebraic letters to stand for specific but unknown numbers. In this paper we show that a pattern-based approach does not automatically lead to better understanding of functional relationships and algebraic rules. Approximately 1200 students in Years 7 to 10 in 10 schools were tested on recognising, using and describing rules relating two variables. Fourteen students were interviewed. Students saw a variety of patterns, many of which were not helpful for algebra. The critical steps in moving from a table to an algebraic rule are outlined.

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Authors and Affiliations

  1. The University of Melbourne, Australia

    Mollie MacGregor & Kaye Stacey

Authors
  1. Mollie MacGregor
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  2. Kaye Stacey
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MacGregor, M., Stacey, K. The effect of different approaches to algebra on students’ perceptions of functional relationships. Math Ed Res J 7, 69–85 (1995). https://doi.org/10.1007/BF03217276

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