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

许多目前使用的方法，早期代数似乎专注于引进框架词和后来的文字符号作为解决简单的数字句子的设备。经常被忽略的是，代数思维必然涉及学生的广义思维模式。本研究试图提出几种重要的方法来引入代数思维在小学和初中课程使用的数值表达式导致的准变量的概念。准变量的教育价值报告在国际会议举行的澳大利亚，墨尔本大学，2001年12月9日至14日，题为：促进理解代数概括通过数值表达式：准变量的作用，在K.Stacey编辑，《代数教学的未来》（ISBN O-9579673-0-6）第258 - 264页。此外，在新加坡举行的国际会议上报告了对儿童的采访结果，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。2002年5月27-31日，《面向知识时代的数学教育》，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.