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  1. ; ; (, Proceedings of the 44th Annual Psychology of Mathematics Education-North America (PME-NA) Conference)
    Lischka; A. E., Dyer; Jones, R. S.; Strayer, J.; Drown, S. (Ed.)
    In this paper we explore how college students across different courses appeared to interpret the meaning of parentheses or brackets in the context of algebraic syntax. This work was influenced by theories of computational vs structural thinking, and also considered the extent to which students’ definitions, computational work, and explanations appeared to be consistent with specific normative definitions of parentheses. In analyzing student work, several categories of students’ conceptions emerged, which may be helpful in diagnosing which conceptions may be more productive or problematic as students progress through algebra. For students who appear to conceptualize parentheses as a cue to non-normative procedures, several categories of procedures were found, which could have implications for instruction. 
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