Simplifying Algebraic Expressions: Teacher Awareness and Teaching Approaches

This study investigates four seventh-grade teachers' awareness of students' tendency to conjoin or 'finish' open expressions. It also investigates teachers' ways of coping with this tendency. Three types of data were collected: 1) lesson plans, 2) lesson observations, and 3) post-lesson interviews. The analysis showed that the two experienced teachers were aware of this tendency and some of its possible sources, while the novices were unaware of either. Teaching approaches related to this tendency also differed considerably. In conclusion we analyze these teaching methods in light of the existing literature and discuss possible short- and long-term implications of the use of each approach.