This study is the outcome of a research that investigated how students who were assigned varying levels of geometric thinking attempted problems requiring some amount of algebraic thinking in geometry. The study reports that students’ thinking in geometry also requires facility with algebra and as such there is a need for a framework that provides a more inclusive view of what constitutes geometric thinking in school mathematics.
"The Need for an Inclusive Framework for Students' Thinking in School Geometry,"
The Mathematics Enthusiast: Vol. 4
, Article 5.
Available at: https://scholarworks.umt.edu/tme/vol4/iss1/5