Citations (51)
Keep up to date with the latest research on this topic with citation updates for this article.
Read on this site (6)
Federica Ferretti, George Richard Paul Santi & Giorgio Bolondi. (2022) Interpreting difficulties in the learning of algebraic inequalities, as an emerging macro-phenomenon in Large Scale Assessment. Research in Mathematics Education 24:3, pages 367-389.
Read now
Read now
Amy B. Ellis, Elise Lockwood, Erik Tillema & Kevin Moore. (2022) Generalization Across Multiple Mathematical Domains: Relating, Forming, and Extending. Cognition and Instruction 40:3, pages 351-384.
Read now
Read now
Michal Ayalon & Karina Wilkie. (2020) Students’ identification and expression of relations between variables in linear functions tasks in three curriculum contexts. Mathematical Thinking and Learning 22:1, pages 1-22.
Read now
Read now
Terri L. Kurz & H. Bahadir Yanik. (2019) Learning algebra through motion: An examination of pre-service teachers’ misconceptions when using motion detectors for the first time. Investigations in Mathematics Learning 11:1, pages 44-55.
Read now
Read now
Steven Watson. (2016) Algebra teaching around the world. Research in Mathematics Education 18:2, pages 211-214.
Read now
Read now
Dave Hewitt. (2014) A Symbolic Dance: The Interplay Between Movement, Notation, and Mathematics on a Journey Toward Solving Equations. Mathematical Thinking and Learning 16:1, pages 1-31.
Read now
Read now
Articles from other publishers (45)
Şahin DANİŞMAN & Dilek TANIŞLI. (2023) Semiotic Examination of Algebra Teaching Process in the Context of GesturesCebir Öğretim Sürecinin Jestler Bağlamında Göstergebilimsel Olarak İncelenmesi. Anadolu Üniversitesi Eğitim Fakültesi Dergisi 7:4, pages 1065-1092.
Crossref
Crossref
Nadya Syifa, Sufyani Prabawanto* & Didi Suryadi. (2023) How Students Generate Patterns in Learning Algebra? A Focus on Functional Thinking in Secondary School Students. European Journal of Educational Research 12:2, pages 913-925.
Crossref
Crossref
Maria Chimoni, Demetra Pitta-Pantazi & Constantinos Christou. (2022) Τwo different types of technologically enhanced intervention modules to support early algebraic thinking. Education and Information Technologies 28:3, pages 3417-3441.
Crossref
Crossref
Luis Enrique Hernández-Zavala, Claudia Acuña-Soto & Vicente Liern. (2023) Los parámetros y las infinitas soluciones en sistemas de ecuaciones lineales. Bolema: Boletim de Educação Matemática 37:76, pages 872-899.
Crossref
Crossref
Lisa Hefendehl-Hebeker & Sebastian Rezat. 2023. Handbuch der Mathematikdidaktik. Handbuch der Mathematikdidaktik
123
158
.
Julie Alderton, Gwen Ineson, Gina Donaldson, Tim Rowland, Chronoula Voutsina & Kirsty Wilson. (2022) “You see things that you wouldn’t have seen otherwise”: enabling elementary preservice teachers to share different ways of seeing mathematics. Mathematics Education Research Journal.
Crossref
Crossref
Rabih El Mouhayar. (2021) The Role of Languages in the Process of Objectification in Pattern Generalization in a Multilingual Mathematics Classroom. International Journal of Science and Mathematics Education 20:5, pages 999-1020.
Crossref
Crossref
Karina J. Wilkie. (2022) Generalization of quadratic figural patterns: Shifts in student noticing. The Journal of Mathematical Behavior 65, pages 100917.
Crossref
Crossref
Rabih El Mouhayar. (2020) Triadic dialog in multilingual mathematics classrooms as a promoter of generalization during classroom talk. Mathematics Education Research Journal 34:1, pages 87-112.
Crossref
Crossref
K. G. Srinivasa, Muralidhar Kurni & Kuppala SarithaK. G. Srinivasa, Muralidhar Kurni & Kuppala Saritha. 2022. Learning, Teaching, and Assessment Methods for Contemporary Learners. Learning, Teaching, and Assessment Methods for Contemporary Learners
177
200
.
Rayssa de Moraes da Silva & Jadilson Ramos De Almeida. (2021) Os meios semióticos de objetivação e o pensamento algébrico: uma análise à luz da Teoria da Objetivação. REMATEC 16:39, pages 19-38.
Crossref
Crossref
Nathalie Anwandter Cuellar, Elena Polotskaia & Valériane Passaro. (2022) La genèse de la pensée algébrique chez les enfants de trois à huit ans. Une revue de la littérature scientifique. Canadian Journal of Science, Mathematics and Technology Education 21:4, pages 740-757.
Crossref
Crossref
Rabih El Mouhayar. (2020) Investigating Quality of Class Talk in Grade 7: the Case of Pattern Generalization. International Journal of Science and Mathematics Education 19:5, pages 1015-1036.
Crossref
Crossref
Ridha Najar, Hassane Squalli, Adolphe Adihou & Said Abouhanifa. (2021) Transition primaire-collège au Bénin, Maroc et Tunisie : Pour un état des lieux, comparaison et perspectives de l’enseignement de l’arithmétique et de l’algèbre. ITM Web of Conferences 39, pages 01004.
Crossref
Crossref
Karina J. Wilkie. (2020) Seeing quadratics in a new light: secondary mathematics pre-service teachers’ creation of figural growing patterns. Educational Studies in Mathematics 106:1, pages 91-116.
Crossref
Crossref
José Aires de Castro Filho, Juscileide Braga de Castro & Raquel Santiago Freire. 2021. Mathematical Reasoning of Children and Adults. Mathematical Reasoning of Children and Adults
219
238
.
Eko Yulianto, Wahyudin, Sufyani Prabawanto & Ahmad Tafsir. (2020) Some Ethnomathematics Interpretations about the Practice of Dhikr Jahar of Tariqa Qodiriyah Naqsyabandiyah Ma’had Suryalaya. Journal of Physics: Conference Series 1477:4, pages 042032.
Crossref
Crossref
Hassane Squalli, Mirène Larguier, Alain Bronner & Adolphe Adihou. (2020) Cadre d’analyse des raisonnements dans la résolution de problèmes algébriques de type partage inéquitable. Nouveaux cahiers de la recherche en éducation 22:1, pages 36-62.
Crossref
Crossref
Alain Bronner & Hassane Squalli. (2020) Le développement de la pensée algébrique avant l’introduction du langage algébrique conventionnel (Vol. 2). Nouveaux cahiers de la recherche en éducation 22:1, pages 1.
Crossref
Crossref
E Yulianto, S Santika, C Arumsari & Turmudi. (2019) Trends for ‘wiskunde’ or ‘wiskunst’? the case of students’ problem solving on elementary math problem (a little practical review from ‘revisiting mathematics education’). Journal of Physics: Conference Series 1315:1, pages 012038.
Crossref
Crossref
Ioannis Papadopoulos & Nafsika Patsiala. (2018) When the “Tug-of-War” Game Facilitates the Development of Algebraic Thinking. International Journal of Science and Mathematics Education 17:7, pages 1401-1421.
Crossref
Crossref
Karina J. Wilkie. (2019) Investigating secondary students’ generalization, graphing, and construction of figural patterns for making sense of quadratic functions. The Journal of Mathematical Behavior 54, pages 100689.
Crossref
Crossref
Fabian Arley Posada–Balvin & Marcelo de Carvalho Borba. (2019) Práticas Algébricas no Contexto de Projetos Pedagógicos de Modelagem. Bolema: Boletim de Educação Matemática 33:63, pages 45-66.
Crossref
Crossref
Marcel Danesi. 2019. Interdisciplinary Perspectives on Math Cognition. Interdisciplinary Perspectives on Math Cognition
333
344
.
Jorunn Reinhardtsen & Karen B. Givvin. 2019. Encountering Algebra. Encountering Algebra
165
234
.
Rabih El Mouhayar. (2018) Trends of progression of student level of reasoning and generalization in numerical and figural reasoning approaches in pattern generalization. Educational Studies in Mathematics 99:1, pages 89-107.
Crossref
Crossref
Caterina Clivio & Marcel Danesi. 2018. Empirical Research on Semiotics and Visual Rhetoric. Empirical Research on Semiotics and Visual Rhetoric
62
70
.
Angel Gutierrez, Clara Benedicto, Adela Jaime & Eva Arbona. 2018. Mathematical Creativity and Mathematical Giftedness. Mathematical Creativity and Mathematical Giftedness
169
198
.
Corin Mathews, Hamsa Venkat & Mike Askew. 2018. Signs of Signification. Signs of Signification
257
274
.
Aisling Twohill. 2018. Teaching and Learning Algebraic Thinking with 5- to 12-Year-Olds. Teaching and Learning Algebraic Thinking with 5- to 12-Year-Olds
213
235
.
H Nurrahmi, D Suryadi & S Fatimah. (2017) Students’ Algebraic Thinking Process in Context of Point and Line Properties. Journal of Physics: Conference Series 895, pages 012085.
Crossref
Crossref
Karina J. Wilkie. (2016) Students’ use of variables and multiple representations in generalizing functional relationships prior to secondary school. Educational Studies in Mathematics 93:3, pages 333-361.
Crossref
Crossref
Aaron Weinberg, Joshua Dresen & Thomas Slater. (2016) Students’ understanding of algebraic notation: A semiotic systems perspective. The Journal of Mathematical Behavior 43, pages 70-88.
Crossref
Crossref
Karina J. Wilkie & Doug M. Clarke. (2015) Developing students’ functional thinking in algebra through different visualisations of a growing pattern’s structure. Mathematics Education Research Journal 28:2, pages 223-243.
Crossref
Crossref
Solange Hassan Ahmad Ali Fernandes & Lulu Healy. (2016) A emerg?ncia do pensamento alg?brico nas atividades de aprendizes surdos. Ci?ncia & Educa??o (Bauru) 22:1, pages 237-252.
Crossref
Crossref
Ilya Sinitsky & Bat-Sheva IlanyIlya Sinitsky & Bat-Sheva Ilany. 2016. Change and Invariance. Change and Invariance
1
33
.
Marcel DanesiMarcel Danesi. 2016. Learning and Teaching Mathematics in The Global Village. Learning and Teaching Mathematics in The Global Village
141
176
.
Vanessa Dias Moretti, Maria Lúcia Panossian & Manoel Oriosvaldo de Moura. (2015) Educação, educação matemática e teoria cultural da objetivação: uma conversa com Luis Radford. Educação e Pesquisa 41:1, pages 243-260.
Crossref
Crossref
Lisa Hefendehl-Hebeker & Sebastian Rezat. 2015. Handbuch der Mathematikdidaktik. Handbuch der Mathematikdidaktik
117
148
.
Birgit Pepin, Ole Kristian Bergem & Kirsti Klette. 2014. Algebra Teaching around the World. Algebra Teaching around the World
39
57
.
Solange H. A. Fernandes & Lulu Healy. (2013) Expressando generaliza??es em Libras: ?lgebra nas m?os de aprendizes surdos. Cadernos CEDES 33:91, pages 349-368.
Crossref
Crossref
Luis Radford. 2013. Visual Mathematics and Cyberlearning. Visual Mathematics and Cyberlearning
141
162
.
Juan D. Godino, Walter F. Castro, Lilia P. Aké & Miguel R. Wilhelmi. (2012) Naturaleza del razonamiento algebraico elemental. Bolema: Boletim de Educação Matemática 26:42b, pages 483-512.
Crossref
Crossref
Gert Schubring. (2011) On how n and i turned out to become indices in mathematical sequences and formulae. Educational Studies in Mathematics 77:2-3, pages 331-350.
Crossref
Crossref
Othman Ali Alghtani & Nasser Alsayed Abdulhamied. (2010) The Effectiveness of Geometric Representative Approach in Developing Algebraic Thinking of Fourth Grade Students. Procedia - Social and Behavioral Sciences 8, pages 256-263.
Crossref
Crossref