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An Investigation of Teachers' Beliefs of Students' Algebra Development
2000
Cognition and Instruction
Elementary, middle, and high school mathematics teachers (N = 105) ranked a set of mathematics problems based on expectations of their relative problem-solving difficulty. Teachers also rated their levels of agreement to a variety of reform-based statements on teaching and learning mathematics. Analyses suggest that teachers hold a symbol-precedence view of student mathematical development, wherein arithmetic reasoning strictly precedes algebraic reasoning, and symbolic problem-solving develops
doi:10.1207/s1532690xci1802_03
fatcat:vxmtslqiijbo3b2eoi5xbpqwnq