International Electronic Journal of Mathematics Education

The development of students’ algebraic proficiency
  • Article Type: Research Article
  • International Electronic Journal of Mathematics Education, 2013 - Volume 8 Issue 2-3, pp. 62-80
  • Published Online: 10 Nov 2013
  • Article Views: 585 | Article Download: 985
  • Open Access Full Text (PDF)
AMA 10th edition
In-text citation: (1), (2), (3), etc.
Reference: Stiphout IV, Drijvers P, Gravemeijer K. The development of students’ algebraic proficiency. Int Elect J Math Ed. 2013;8(2-3), 62-80.
APA 6th edition
In-text citation: (Stiphout et al., 2013)
Reference: Stiphout, I. V., Drijvers, P., & Gravemeijer, K. (2013). The development of students’ algebraic proficiency. International Electronic Journal of Mathematics Education, 8(2-3), 62-80.
Chicago
In-text citation: (Stiphout et al., 2013)
Reference: Stiphout, Irene van, Paul Drijvers, and Koeno Gravemeijer. "The development of students’ algebraic proficiency". International Electronic Journal of Mathematics Education 2013 8 no. 2-3 (2013): 62-80.
Harvard
In-text citation: (Stiphout et al., 2013)
Reference: Stiphout, I. V., Drijvers, P., and Gravemeijer, K. (2013). The development of students’ algebraic proficiency. International Electronic Journal of Mathematics Education, 8(2-3), pp. 62-80.
MLA
In-text citation: (Stiphout et al., 2013)
Reference: Stiphout, Irene van et al. "The development of students’ algebraic proficiency". International Electronic Journal of Mathematics Education, vol. 8, no. 2-3, 2013, pp. 62-80.
Vancouver
In-text citation: (1), (2), (3), etc.
Reference: Stiphout IV, Drijvers P, Gravemeijer K. The development of students’ algebraic proficiency. Int Elect J Math Ed. 2013;8(2-3):62-80.

Abstract

Students’ algebraic proficiency is debated worldwide. To investigate the development of algebraic proficiency in Dutch secondary education, we set up a study, in which 1020 students in grades 8 – 12 took four algebra tests over a period of one year. Rasch analysis of the results shows that the students do make progress throughout the assessment, but that this progress is small. A qualitative analysis of test items that invite structure sense reveals that students’ lack of structure sense may explain the results: the majority of the students were not able to deal flexibly with the mathematical structure of expressions and equations. More attention to structure sense in algebra education is recommended.

References

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License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.