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Vlassis, Joëlle

doi:10.1023/a:1020229023965

Cited by 99 publications

(52 citation statements)

References 13 publications

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“…Perhaps having an operational understanding is sufficient for performance on simple equations, but the lack of a relational understanding becomes more problematic when students face more complex equations. Results from this study suggest that any classroom time devoted to improving students' conceptual understanding of the equals sign is likely well spent; fortunately, a variety of tools, materials, and instructional suggestions are already available for this purpose, including utilizing a balance scale (Vlassis, 2002) or introducing arithmetic sentences that are in unconventional forms, such as 7 = 2 + 5, etc. (McNeil, Fyfe, Petersen, Dunwiddie, & Brletic-Shipley, 2011).…”

Section: Discussionmentioning

confidence: 99%

“…For example, there are a variety of tools designed for teaching students about the relational nature of the equals sign, including the algebra balance scale (Brown, Eade, & Wilson, 1999;Vlassis, 2002; but see Filloy & Rojano, 1989), and a recent application using GeoGebra (Ko & Karadag, 2013). Similarly, there is some evidence to suggest that the use of Algebra Tiles can help students understand variables and like terms (Confrey & Lanier, 1980;Kitt & Leitze, 1992; but see Askey, 1999); Belenky and Nokes (2009) also found that the use of manipulatives helped students correctly identify variables in algebraic word problems.…”

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confidence: 99%

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Persistent and Pernicious Errors in Algebraic Problem Solving

Booth¹,

Barbieri²,

Eyer³

et al. 2014

The Journal of Problem Solving

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Students hold many misconceptions as they transition from arithmetic to algebraic thinking, and these misconceptions can hinder their performance and learning in the subject. To identify the errors in Algebra I which are most persistent and pernicious in terms of predicting student difficulty on standardized test items, the present study assessed algebraic misconceptions using an in-depth error analysis on algebra students' problem solving efforts at different points in the school year. Results indicate that different types of errors become more prominent with different content at different points in the year, and that there are certain types of errors that, when made during different levels of content, are indicative of math achievement difficulties. Recommendations for the necessity and timing of intervention on particular errors are discussed.

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Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 99%

Persistent and Pernicious Errors in Algebraic Problem Solving

Booth¹,

Barbieri²,

Eyer³

et al. 2014

The Journal of Problem Solving

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“…Many scholars have researched the use of concrete models for solving equations. For example, Vlassis (2002) investigated the use of concrete models in solving linear equations with one unknown, using the formal method that involved performing the same operation on both sides of the equal sign. In this study, students were asked to solve linear equations with one unknown.…”

Section: Literature Reviewmentioning

confidence: 99%

To What Extent Does Hands-On Exposure to Algebraic Thinking Predict Mathematics Achievement for Urban Middle Schoolers?

Covington

Sheppard

Flint

et al. 2019

JEI

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In this study we investigated the relationship between urban eighth grade students’ Hands-On Exposure to Algebraic Thinking (HEAT) competition performance and their subsequent performance on standardized measures of mathematics achievement (ACT Composite Score, ACT Math Scores, and Louisiana Algebra End of Course Exams). It was found that the pictorial portion of the project was a relatively consistent predictor of participants’ high school academic performance. That is, as participants’ HEAT pictorial competition scores increased, so did their ACT composite, ACT math scores, and Algebra End of Course Exam Scores. Findings from the HEAT Project may contribute to conversations centered on ways to expose urban students to creative, social, hands-on pedagogy in non-evaluative contexts in order to position students for both immediate and long-term mathematics success without sacrificing intellectual rigor.

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“…Furthermore, the use of concrete object in linear equation teaching has been overtly done (e.g [16]; [2]). The concrete thing used was LEGO by using Realistic Mathematics Education (RME) approach.…”

Section: Introductionmentioning

confidence: 99%

On supporting students’ understanding of solving linear equation by using flowchart

Toyib

Kusmayadi²,

Riyadi³

2017

AIP Conference Proceedings

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Abstract. The aim of this study was to support 7 th graders to gradually understand the concepts and procedures of solving linear equation. Thirty-two 7 th graders of a Junior High School in Surakarta, Indonesia were involved in this study. Design research was used as the research approach to achieve the aim. A set of learning activities in solving linear equation with one unknown were designed based on Realistic Mathematics Education (RME) approach. The activities were started by playing LEGO to find a linear equation then solve the equation by using flowchart. The results indicate that using the realistic problems, playing LEGO could stimulate students to construct linear equation. Furthermore, Flowchart used to encourage students' reasoning and understanding on the concepts and procedures of solving linear equation with one unknown.

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Untitled

Cited by 99 publications

References 13 publications

Persistent and Pernicious Errors in Algebraic Problem Solving

Persistent and Pernicious Errors in Algebraic Problem Solving

To What Extent Does Hands-On Exposure to Algebraic Thinking Predict Mathematics Achievement for Urban Middle Schoolers?

On supporting students’ understanding of solving linear equation by using flowchart

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