Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/19230
Title: Conceptual understanding of algebra in Singapore classrooms using generative activities: A GenSing project
Authors: Davis, Sarah M.
Hjalmarson, Margret
Issue Date: 5-Mar-2010
Citation: Davis, S. M., & Hjalmarson, M. (2010, March). Conceptual understanding of algebra in Singapore classrooms using generative activities: A GenSing project. Paper presented at the 2010 Annual Meeting of the American Educational Research Association, 5 March 2010, Denver, Colorado. Retrieved 6 December 2017, from the AERA Online Paper Repository at http://www.aera.net/Publications/Online-Paper-Repository.
Abstract: This paper reports on a classroom-based design study into Generative Activities in Singapore (GenSing)
which implemented an algebra reform curriculum based on the principals of generative design (Stroup,
Ares, Hurford, & Lesh, 2007) and function-based algebra, using a classroom network. The generative
function-based approach to teaching algebraic concepts has the potential to improve student
understanding of the structural aspects of introductory algebraic concepts (Stroup, Carmona, & Davis,
2005). The research project is iteratively designing an Algebra pre/post-test to look at students’
conceptual understanding of algebraic topics. A paired samples t-test showed a significant difference
between pre-test and post-test results and the mean increased from the pre-test to the post-test on the
multiple-choice assessment (t = 6.41, df=280, p ≤ 0.05).
URI: http://hdl.handle.net/10497/19230
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