As part of the Reframing Mathematical Futures II Project on Mathematical Reasoning, algebraic reasoning was identified as one of the three areas to be investigated. This involved developing a hypothetical learning progression for algebra to inform the design of assessment tasks to test the progression. The assessment forms were then sent to trial schools and the data was analysed using Rasch analysis. This paper reports on the analysis of preliminary data received and outlines some implications for teaching.


algebraic reasoning, assessment tasks, trial, Rasch analysis, implications

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