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Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/11371
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dc.contributor.authorFalle, Judith Louiseen
local.source.editorEditor(s): Philip Clarkson, Ann Downton, Donna Gronn, Marj Horne, Andrea McDonough, Robyn Pierce, Anne Rocheen
dc.date.accessioned2012-09-24T10:32:00Z-
dc.date.issued2005-
dc.identifier.citationBuilding Connections: Theory, Research and Practice. Proceedings of the 28th Annual Conference of the Mathematics Education Research Group of Australasia, v.1, p. 345-352en
dc.identifier.isbn1920846093en
dc.identifier.urihttps://hdl.handle.net/1959.11/11371-
dc.description.abstractMathematics is a language. It has its own vocabulary, symbols, syntax and grammar. It is a powerful way of communicating ideas about the world. Increasingly, students have been encouraged to talk about their mathematics, but the potential for using linguistic features of that talk as indicators of student understanding is only beginning to be explored. This paper presents some evidence that the style of students' responses to questions about groups of similar algebraic items can indicate the level of their understanding.en
dc.languageenen
dc.publisherMathematics Education Research Group of Australasia (MERGA)en
dc.relation.ispartofBuilding Connections: Theory, Research and Practice. Proceedings of the 28th Annual Conference of the Mathematics Education Research Group of Australasiaen
dc.titleTowards a Language-based Model of Students' Early Algebraic Understandings: Some Preliminary Findingsen
dc.typeConference Publicationen
dc.relation.conferenceMERGA 28: 28th Annual Conference of the Mathematics Education Research Group of Australasiaen
dc.subject.keywordsEducation Assessment and Evaluationen
local.contributor.firstnameJudith Louiseen
local.subject.for2008130303 Education Assessment and Evaluationen
local.subject.seo2008930302 Syllabus and Curriculum Developmenten
local.profile.schoolSchool of Educationen
local.profile.emailjfalle@une.edu.auen
local.output.categoryE1en
local.record.placeauen
local.record.institutionUniversity of New Englanden
local.identifier.epublicationsrecordpes:2218en
local.date.conference7th - 9th July, 2005en
local.conference.placeMelbourne, Australiaen
local.publisher.placeSydney, Australiaen
local.format.startpage345en
local.format.endpage352en
local.peerreviewedYesen
local.identifier.volume1en
local.title.subtitleSome Preliminary Findingsen
local.contributor.lastnameFalleen
dc.identifier.staffune-id:jfalleen
local.profile.roleauthoren
local.identifier.unepublicationidune:11570en
dc.identifier.academiclevelAcademicen
local.title.maintitleTowards a Language-based Model of Students' Early Algebraic Understandingsen
local.output.categorydescriptionE1 Refereed Scholarly Conference Publicationen
local.relation.urlhttp://www.merga.net.au/documents/RP362005.pdfen
local.relation.urlhttp://www.merga.net.au/node/38?year=2005en
local.conference.detailsMERGA 28: 28th Annual Conference of the Mathematics Education Research Group of Australasia, Melbourne, Australia, 7th - 9th July, 2005en
local.search.authorFalle, Judith Louiseen
local.uneassociationUnknownen
local.year.published2005en
local.date.start2005-07-07-
local.date.end2005-07-09-
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