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Sadovsky, P., & Sessa, C. (2005). The Adidactic Interaction with the Procedures of Peers in the Transition from Arithmetic to Algebra: A Milieu for the Emergence of New Questions. Educational Studies in Mathematics, 59, 85-112.
http://dx.doi.org/10.1007/s10649-005-5886-2

has been cited by the following article:

• TITLE: The Literature Review of Algebra Learning: Focusing on the Contributions to Students’ Difficulties

  AUTHORS: Xiong Wang

  KEYWORDS: Algebra Learning, Equation, Cognitive Gap

  JOURNAL NAME: Creative Education, Vol.6 No.2, February 9, 2015

  ABSTRACT: This paper reviews the research literature with respect to the contributions to the students’ difficulties in their algebra learning in order to understand the students’ difficulties in algebra learning. To start with, 29 articles selected from the database (ERIC) are categorized into a taxonomy which has been generated from the research literature, which falls into five categories including: algebra content, cognitive gap, teaching issues, learning matters, and transition knowledge. The challenges that students confront with under those categories are unpacked in the review process. In addition, the five categories adopted in this paper could serve as a framework of better understanding students’ difficulties in their algebra learning. Finally, the research gap from the literature review is discussed.