ABSTRACT
Learning algebra is the “gatekeeper” to students' future educational and career success (Adelman, 2006; RAND Mathematics Study Panel, 2003; Silver, 1997; U.S. Department of Education, 1999). Given the importance of learning algebra, it is disquieting that its learning proves so challenging. Many students experience difficulty mastering seminal algebraic concepts. For example, a significant proportion of middle-school, high-school, and college students do not have a correct understanding of one of the most foundational elements of algebra, variables. Moreover, a substantial number hold significant misconceptions about variables. This situation makes the present goal of developing a teacher-use diagnostic test for variable misconceptions an important one.
