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New Perspectives On the Student-Professor Problem

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Abstract:

Students' solutions to the "student-professor problem" have provided a source for investigating students' algebraic mental models. This paper seeks to expand on previous investigations by approaching "student-professor type" situations from a new perspective. It uses ideas of equality and covariation while analyzing students' successful strategies to suggest new pedagogical strategies for helping students develop algebraic reasoning.

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student (123), use (43), problem (35), equal (35), strategi (32), error (25), professor (24), equat (22), mathemat (22), translat (20), one (20), revers (20), describ (18), success (18), variabl (18), sign (17), oper (16), clement (16), model (16), perform (16), item (15),
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Name: North American Chapter of the International Group for the Psychology of Mathematics Education
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URL: http://citation.allacademic.com/meta/p196032_index.html
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MLA Citation:

Weinberg, Aaron. "New Perspectives On the Student-Professor Problem" Paper presented at the annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, University of Nevada, Reno, Reno, Nevada, Oct 25, 2007 <Not Available>. 2013-12-15 <http://citation.allacademic.com/meta/p196032_index.html>

APA Citation:

Weinberg, A. , 2007-10-25 "New Perspectives On the Student-Professor Problem" Paper presented at the annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, University of Nevada, Reno, Reno, Nevada Online <PDF>. 2013-12-15 from http://citation.allacademic.com/meta/p196032_index.html

Publication Type: Research Report
Abstract: Students' solutions to the "student-professor problem" have provided a source for investigating students' algebraic mental models. This paper seeks to expand on previous investigations by approaching "student-professor type" situations from a new perspective. It uses ideas of equality and covariation while analyzing students' successful strategies to suggest new pedagogical strategies for helping students develop algebraic reasoning.

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