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Expanded algebraic thinking draft framework
I am working on the assumption that the three ways (apart from parameters) that letter symbols are
used are unknowns, generalised numbers and variables. There are three fairly brief tests which
examine what strategies students are using with each of these uses of letter symbols. The fourth
test examines the prerequisite knowledge that is required for many of these strategies.

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Solving Equations (finding unknowns)
This is assessed in the solving equations diagnostic test. Before using this as a written test, you
should use it as a one-on-one interview with a selection of students. Ask one question at a time,
always asking students to explain how they got their answer. Make notes on what you observe.
The highest strategy a student can use is determined by a student responding correctly to
consecutive strategy levels with at least 1 of 3 questions correct, e.g. to be classified as partially
working backwards a student would need to correctly answer at least one question from each of
levels 1, 2 and 3.
You will notice that question 12 ( ) is not used for classifying highest strategy. This
is because most students just use guess and check to solve it.

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Level Highest Strategy Question
Student
response
0 None No answer
1
Primitive (including guess
and check, known basic
facts, and counting
techniques)
17
5

24
2 Inverse operations
17.2
4.3

74.2
3
Partially working
backwards (some
working backwards
combined with guess and
check or known basic
facts)
8
11
5
4 Working backwards
5.6

72.6

8.8
5 Formal operations
2.625

0.8125
Solve for n, i.e. get into the form n = ......
(Solution will be an expression, not a
number)


n=(c+4b)/a

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Expressing generality
This is assessed in the generalisation diagnostic test.
The aim of the test is to find out the extent to which students can use letter symbols to express
generality.
Students may be able to only express generality as a process, e.g. you multiply the number by
four. Students may write this process view symbolically, e.g. 4 n =. The key clue to look for here
is the equals sign.
A quite different understanding is that an algebraic expression is the answer to a problem, e.g. 4n.
In this case the students are seeing the algebraic expression as an object.
Often the answers that students give are ambiguous, e.g. 4 n. In this case we do not know
whether students are viewing 4 n as a description of the process of multiplying n by 4, or as an
object and are simply not using the convention of dropping the multiplication symbol. In this case I
would look at the students answers to the first four questions on the algebraic knowledge test.
Furthermore students may or may not be able to express either process or object views of
generalised numbers in additive, multiplicative, linear or non-linear situations. For the most difficult
type of expression (non-linear) I have added a further level of operating on the expression.

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Level Description Context
Student
response
0 No generalisation
Jim has some money ($n) in his pocket and his
mum gives him $20. How much money does he
have now?

(Note that because we dont know how much money Jim
started with, its not possible to give a simple number as an
answer.)

No answer
1 Additive process
Add 20
n + 20 =
2
Additive
process/object
n + 20
3
Multiplicative
process
There are 4 classes at Waitati school and every
class has the same number (n) of students in it.
How many students are at the school altogether?

(Note that because we dont know how many students are in
each class, its not possible to give a simple number as an
answer.)

Multiply by 4
4 n =
4
Multiplicative
process/object
4 n
5
Multiplicative
object
4n
6 Linear process
I have n sheep on my farm and each one gave
birth to twin lambs, but 5 lambs died in a
snowstorm. How many lambs are left?

(Note that because we dont know how many sheep I have,
its not possible to give a simple number as an answer.)

Multiply by 2
then subtract
5
2 n 5 =
7
Linear
process/object
2 n 5
8 Linear object 2n - 5
9
Non-linear
process

I think of a number (n) and multiply it by 1
more than the number. I then take away the
number I first thought of and simplify the
expression. What is my final answer?

(Note that because we dont know what the original number
was, its not possible to give a simple number as an answer.)

n (n+1) =
10
Non-linear
process/object
n (n+1)
11 Non-linear object n(n+1) n
12
Operating on
expressions
n
2

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Using variables
This is assessed in the relationships diagnostic test. Before using this as a written test, you should
use it as a one-on-one interview with a selection of students. Ask one question at a time, always
asking students to explain how they got their answer. Make notes on what you observe.
There would appear to be two main issues within students uses of variables to describe
relationships. The first issue is whether they can use multiple representations (context, table, graph,
equation) but graphs are not considered in this test.
The second issue is whether they can find a relationship between two variables or just use the
iterative pattern within one variable. There are likely to be levels of difficulty within this. I suspect
that the level of difficulty for all iterative approaches will be similar (and lower than multiplicative
relational).
Some students will not be able to see a relationship between two variables and will be restricted to
the iterative process of adding down the column in one variable. These students should only be able
to fill in the first box in each table as I have chosen a large value of x for the second box to prevent
them from doing this. (At least easily!)
More advanced students will be able to see a relationship as a process, e.g. you multiply the
number by 17 and will be able to fill in the second box in the table. I am describing this as a process
view of the relationship between two variables.
Even more advanced students will be comfortable with general equations and be able to write a
symbolic equation, e.g. y = 17x. I am describing this as an object view of the relationship between
two variables, as I believe they are seeing the equation as an object that can be used.
A significant number of students get x and y the wrong way round. This is not a trivial error, but
reflects lack of understanding of structure (students and professors issue).

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Level Description Context
Student
response
0
No use of
relationships
I have a thermometer which always gives too high a
reading. Complete the empty boxes in the following table.
My thermometer
reading (
O
C)
Accurate temperature
(
O
C)
4 4
5 5
6 6
7
68

No
answer
1 Additive iterative 4
2
Additive relational
process
65
3
Additive relational
object
Write an equation that describes the relationship between
the accurate temperature (y) and my thermometer
reading (x). (An equation is something like y = 10x)
y = x + 3
4
Known fact
multiplicative
iterative
Some triangles are made out of matchsticks. Complete the
empty boxes in the following table.
Length of triangle
(matches)
Total number of
matches
1 3
2 6
3 9
4
42

12
5
Known fact
multiplicative
relational process
126
6
Known fact
multiplicative
relational object
Write an equation that describes the relationship between
the number of matches (y) and the length of triangle (x).
y = 3x
7
Multiplicative
iterative
There are the same number of seats in each minibus.
Complete the empty boxes in the following table.
68
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8
Multiplicative
relational process
Number of buses Total number of seats
1 17
2 34
3 51
4
52

884
9
Multiplicative
relational object
Write an equation that describes the relationship between
the number of seats (y) and the number of buses (x).
y = 17x
10 Linear iterative Tiles are used around the edges of square pictures.
Complete the empty boxes in the following table.
Length of pond
(tiles)
Total number of tiles
1 8
2 12
3 16
4
52

20
11
Linear relational
process
212
12
Linear relational
object
Write an equation that describes the relationship between
the number of tiles (y) and the length of picture (x).
y = 4x + 4


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Algebraic knowledge
There are five components of algebraic knowledge in the test, with four questions on each. A
student can therefore get a score between 0 and 4 for each component.
Questions 1 to 4 examine students knowledge of algebraic notation and conventions.
Questions 5 to 8 examine students knowledge of arithmetic structure (BEDMAS).
Questions 9 to 12 examine knowledge of inverse operations. Note that knowledge of inverse
operations (i.e. which operation is the inverse of which) is a different issue, and prerequisite, to
whether students can use inverse operations to solve equations.
Questions 13 to 16 examine students acceptance of lack of closure, i.e. can they accept that an
answer to a problem may be a general expression rather than just a simple number.
Questions 17 to 20 examine students understanding of equivalence.

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Question Answer Component
Q1
If c = 4 then what is the value of 5c?

20
Algebraic
notation
and
convention
Q2
If k = 3 then what is the value of 2+k?

5
Q3
Denise has the following problem to
solve:
Find value(s) for x and y in the
expression: x + y = 18

She answers as follows:
a. 10, 8
b. 8, 10
c. 9, 9

Which of her answers is (are)
correct? (Note that you may give more
than one answer)
a, b, c
Q4
Megan has the following problem to
solve:
Find value(s) for x in the expression:
x + x = 14

She answers as follows:
a. 10, 4
b. 5, 9
c. 7, 7

Which of her answers is (are) correct?
(Note that you may give more than one
answer)
c
Q5
What is the value of the following?

12 + 3 2

18
Arithmetic
structure
Q6
What is the value of the following?

10 - ( 7 - 2 )
5
Q7
What is the value of the following?

6
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Question Answer Component
Q8
What is the value of the following?

15 - 10 5
13
Arithmetic
structure
Q9
Replace the box with +, -, or
If then
y = 84 7


Inverse
operations
Q10
Replace the box with +, -, or
If z + 38 = 65 then
z = 65 38

-
Q11
Replace the box with +, -, or
If 4
12

p
then
p = 4 12


Q12
Replace the box with +, -, or
If 6n = 32 then
n = 32 6

Q13

What is the perimeter of this shape?







(Note that because we dont know
how big u is, its not possible to give a
simple number as an answer.)

2u + 16
Lack of
closure
Q14

What is 3 less than n?
(Note that because we dont know how big
n is, its not possible to give a simple
number as an answer.)

n - 3


u u
5 5
6
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Question Answer Component
Q15
There are n people who send emails to 5
friends each. How many emails are sent
altogether?

(Note that because we dont know how many
students are in each class, its not possible to give a
simple number as an answer.)

5n
Lack of
closure
Q16
Take n away from 6n + 2
(Note that because we dont know how big n is, its
not possible to give a simple number as an
answer.)

5n + 2
Q17
What number should replace the empty
box?
5 + 8 = + 10

3
Equivalence
Q18
What number should replace the empty
box?
83.71 = 93.71 22.79

12.79
Q19
Given that 9x + 5 = 19,
what should replace the empty box?
9x + = 17

3
Q20
Given that 7x + 5 = 13,
what should replace the empty box?
9x + 5 = + 13

2x