The role of subordination and fading in learning formal algebraic notation and solving equations: the case of Year 5 students
A group of 9-10 year olds, who previously had not met letters or formal algebraic notation, were taught over three lessons which led up to solving linear equations using software which produced formal algebraic notation as a consequence of making movements round a grid. Tasks using the software were...
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| Format: | Default Conference proceeding |
| Published: |
2010
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| Online Access: | https://hdl.handle.net/2134/18858 |
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