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STUDENTS' UNDERSTANDING OF ALGEBRAIC NOTATION: 11–15
1 references·16 citing·41 second hop
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References

  • 2003Metaphors We Live By25,220 cited

Cited by

  • 2012Knowledge of Algebra for Teaching: A Framework of Knowledge and Practices132 cited
  • 2011Middle School Students’ Understanding of Core Algebraic Concepts: Equivalence & Variable125 cited
  • 2015Relationships Between Students' Fractional Knowledge and Equation Writing122 cited
  • 2012Measure for Measure: What Combining Diverse Measures Reveals About Children's Understanding of the Equal Sign as an Indicator of Mathematical Equality119 cited
  • 2013Prerequisite algebra skills and associated misconceptions of middle grade students: A review113 cited
  • 1999An Exploration of Aspects of Language Proficiency and Algebra Learning113 cited
  • 2005Middle school students' understanding of core algebraic concepts: Equivalence & Variable1105 cited
  • 2000Building a versatile understanding of algebraic variables with a graphic calculator97 cited
  • 2013The fractional knowledge and algebraic reasoning of students with the first multiplicative concept91 cited
  • 2006Equivalence and relational thinking: preservice elementary teachers’ awareness of opportunities and misconceptions81 cited
  • 2008Promoting teachers’ algebraic reasoning and self-regulation with metacognitive guidance67 cited
  • 2013A formative assessment of students’ algebraic variable misconceptions67 cited

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2017
A progression in first-grade children’s thinking about variable and variable notation in functional relationships
67 cited
  • 2015Children’s Use of Variables and Variable Notation to Represent Their Algebraic Ideas65 cited
  • 2012Is self‐explanation worth the time? A comparison to additional practice64 cited
  • 2014When feedback is cognitively-demanding: the importance of working memory capacity63 cited