Elementary Students’ Understanding of Variable: The Role of Problem Type and Representation
J. Matt SwitzerResearch has found marked differences in student performance with various algebraic problems (e.g., word problems, word equations, equations) (Koedinger & Nathan, 2004). In addition, research has shown that students’ understanding of variable is fragile (Booth, 1984; Carraher, Schielmann, & Brizuela, 2001; Stacey, 1989). Often, the teacher/researcher’s introduction of literal symbols assumes that students make connections between their informal symbolisations and formal conventional symbolisations (Kaput, 2008). This cross-sectional research project explores the influence of problem type and variable representation for United States Grade 4 & 6 students as they transition from informal representations of variables to formal conventional representations.