Abstract
The purpose of the study was to explore the conceptual change model of understanding letters’ semantics toward algebraic expression in a group of Taiwanese seventh graders. After analyzing questionnaire responses of an initial sample of 76 students, 15 students were selected, from three levels of high, medium, and low scores, as the final subjects. Based on the Growing Model of Mathematic Understanding, a qualitative analysis, through a series of Questioning revealed the conceptual change mode of understanding letters’ semantics toward algebraic expression about high level students. This study disclosed that from the phase of promoting Regress Understanding, questions about meta-cognitive judgment made high level students reach Regress Understanding, but the operational skill about letters also made lower level students reach Regress Understanding. From the strategy of promoting Progress Understanding, high level students utilized the method of Advanced Questioning, Pause Questioning, and Obstructed Questioning.
| Keywords: | algebra learning; letters; mathematics understanding; questioning; semantics understanding |
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