Jones, Ian and Pratt, Dave (2012) A substituting meaning for the equals sign in arithmetic notating tasks. Journal for Research in Mathematics Education, 43 (1). pp. 2-33. ISSN 0021-8251. DOI UNSPECIFIEDFull text not available from this repository.
|Not from UCL IOE?|
Three studies explore arithmetic tasks that support both substitutive and basic relational meanings for the equals sign. The duality of meanings enabled children to engage meaningfully and purposefully with the structural properties of arithmetic statements in novel ways. Some, but not all, children were successful at the adapted task and were able to connect making substitutions of notation with their existing mental calculation strategies.
|Additional Information:||JRME is perhaps the most prestigious international journal in mathematics education with single figure % acceptance rates. The study makes a significant contribution to knowledge about children's understanding of the equals sign through three trials with specially developed software tools. The trials identify a substitute meaning for the equals sign as distant from the basic relational meaning previously reported in the literature. The use of a framework based around diagrammatic reasoning is an original approach to notation in the research on children's understanding of the equals sign.|
|Divisions:||IOE Departments > Departments > Learning, Curriculum and Communication
IOE Departments > Departments > Curriculum, Pedagogy and Assessment
|Depositing User:||IOE Repository Editor (1)|
|Date Deposited:||10 Nov 2011 09:44|
|Last Modified:||29 Jan 2015 08:49|