The Multidimensionality of Algebra Knowledge and Skills Across Experience Levels

• In Event: 16.023 - Examining and Fostering Growth in STEM Knowledge and Skills

Abstract

Theory and research related to the development of algebra knowledge and skills often focus on the order of acquiring different types of knowledge, the degree to which one type of knowledge influences the other, or the relative importance of one type of knowledge versus another in overall mastery (e.g., procedural versus conceptual knowledge, verbal versus symbolic representation). Prior work demonstrated the utility of diagnostic cognitive modeling for evaluating the multi-dimensionality of these knowledge and skills among first year algebra students. This study extends that work by examining the multi-dimensionality of these skills from first-year algebra through geometry and second-year algebra. Whereas mastery of some knowledge and skills appears to steadily increase in some cases, it is discontinuous in others.

Authors

• Tammy D. Tolar, University of Houston

• J. Young, University of Houston

• David J. Francis, University of Houston

• Jeffrey J Morgan, University of Houston