From Arithmetic to Algebra: Novice Students' Strategies for Solving Equations
Judith Louise Falle · 2005
Students learning the art of solving equations using formal algebraic procedures are usually presented with examples that require the application of simple arithmetic knowledge. This paper suggests that such contexts do not always encourage students to use arithmetic procedures that are algebraically useful or to see the need for formal algebraic techniques. Excerpts from interviews with students reveal their thinking and some of the strategies they use. Some implications for teaching are suggested. Translating the jostle and clamour around us into equations is half the art; solving them the other. (Kaplan, R., 1999. The Nothing That Is: a natural history of zero.) In 1989, Fey predicted that by the year 2000 conventional school algebra would be replaced by one which used computer technology and which was grounded in realistic applications. Little has changed however in NSW secondary schools. Introductory formal algebra (Stage 4) focuses on students developing the conventions for expressions and the associated procedures for the manipulation of expressions and equation-solving skills (Board of Studies NSW, 2002, p 82-86). Equations express an equivalent relationship between parts of a problem. This is the