A Study on Students' Understanding of Literal Symbols in School Mathematics

许多目前使用的早期代数方法似乎只专注于引入框架词和后来的文字符号作为解决简单数字句子的设备。通常被忽略的是，代数思维必然涉及到学生的广义思维模式。本研究试图提出几个重要的方法来引入代数思维在小学和初中课程使用数值表达式导致一个准变量的概念。拟变量的教育价值在2001年12月9-14日于澳大利亚墨尔本大学举行的国际会议上报告，题为：通过数值表达式培养对代数泛化的理解：拟变量的作用，K.Stacey主编。，代数教学和学习的未来（ISBN O-9579673-0-6）pp。258-264此外，在新加坡举行的题为“通过准变量表达式在早期代数和算术之间架起一座桥梁”的国际会议上报告了对儿童的采访结果。， 2002年5月27-31日，《知识基础时代的数学教育》，第2卷，第78-86页。

Many currently used approaches to early algebra appear to focus exclusively on introducing frame words and later literal symbols as devices for solving simple number sentences. What is often missing is that algebraic thinking necessarily involves students in patterns of generalized thinking. This study try to present several important approaches to introducing algebraic thinking in the elementary and junior high school curriculum using numerical expressions leading to a concept of a quasi-variable.The educational value of quasi-variable reported at international conference held at Australia, University of Melbourne, December9-14, 2001, titled : Fostering an understanding of algebraic generalization through numerical expressions : The role of quasi-variable, in K.Stacey eds., the Future of the Teaching and Learning of Algebra (ISBN O-9579673-0-6)pp.258-264Also, results of interview with children reported at international conference held at Singapore, titled : Coating a bridge between early algebra and arithmetic through quasi-variable expressions., May 27-31, 2002, in Proceedings of Mathematics Education for a Knowledge- Based Era, Vol.2, pp.78-86.