New York College Learning Skills Association

RTDE Issue Contents

Research and Teaching
in Developmental Education

Volume 17, Issue 1, Fall 2000

Developmental Algebra Students Uses of Prose and Tabular Representations of Functions To Construct Symbolic Models
By Susan S. Gray, University of New England

Abstract

This study examined developmental algebra students uses of prose and tabular representations as they constructed symbolic models for additive, unit-rate, and non-unit rate functional relationships. The goals of the study were to determine the numbers of subjects who referred to prose, tabular, or both representations, and to compare the numbers of correct responses that were associated with the use of these representations. Thirteen subjects were interviewed as they completed the symbolic modeling tasks. When constructing symbolic models to represent additive and unit-rate relationships, the majority of subjects preferred tables of values or the combination of prose with tables. These subjects achieved greater success rates than those who used only prose in their symbolic modeling attempts. By contrast, most subjects had difficulty with non-unit rates, regardless of the representations they preferred. Results of the study suggest that tables of values may assist students with the construction of symbolic models to represent additive and unit-rate functional relationships described in prose.