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7. Strategies for tutors re “transferring between number and algebra”
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Researchers in Australia (Stacey and MacGregor) have found that learners understand algebra better when it is grounded in the world of number.
They suggest that tutors continually demand that their learners go back to numbers to validate whether an operation is appropriate.
Suppose a learner believes that  can be changed to 4n - 3. There are two ways to address this. Put some numbers in as n and see if it works (it doesn’t) or look at what works with numbers, e.g. Is  equal to 12 - 3?
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