Salma Tahir, Mike Mitchelmore, Michael Cavanagh
Student difficulties in learning algebra can arise from the diverse meanings assigned to variables. We propose teaching different aspects of variables (unknown, generalised number and function) in parallel with each other using real contexts and call this a multifaceted variable approach. We are investigating whether learning about variables using a multifaceted variable approach before moving on to symbol manipulations can reduce student misconceptions regarding variables and improve their algebra learning outcomes. This paper reports results from student interviews administered after the algebra teaching intervention. Results indicate that students of the experimental classes showed fewer misconceptions regarding variables than comparison classes and they were able to recognise that variables can have multiple values.