Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/6180
Title: 
A theoretical framework for understanding the different attention resource demands of letter-symbolic versus model method
Authors: 
Keywords: 
Solving algebra word problems
Multiple solutions
Transition
Issue Date: 
Jul-2012
Citation: 
Paper presented at the 12th International Congress on Mathematical Education (ICME-12), Seoul, Korea, 8-15 July 2012
Abstract: 
The Singapore model method was introduced as a heuristic to support the problem solving capacity of upper primary pupils, but has been found to impact on their subsequent acquisition of letter-symbolic algebra. This is consistent with recent neuroimaging studies which demonstrated that letter-symbolic algebra draws more heavily on the attention resources of the students but which were unable to account for the difference between the two methods. This paper provides a theoretical framework which explains all of these results, providing teachers with a deeper understanding of the difference between the two approaches, in order to guide students through a more confident transition from model to algebraic solution methods.
URI: 
Appears in Collections:Conference Papers

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