Elementary Students' Understanding of the Equal Sign in Number Sentences

Autor/inn/en	Molina, Marta; Castro, Encarnacion; Castro, Enrique
Titel	Elementary Students' Understanding of the Equal Sign in Number Sentences
Quelle	In: Electronic Journal of Research in Educational Psychology, 7 (2009) 1, S.341-368 (28 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1696-2095
Schlagwörter	Mathematical Formulas; Arithmetic; Algebra; Mathematical Concepts; Thinking Skills; Logical Thinking; Elementary School Mathematics; Mathematics Instruction; Interviews; Comparative Analysis; Foreign Countries; Elementary School Students; Student Attitudes; Spain + Suchen Sie Ihr Suchwort? Mathematische Formel; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Denkfähigkeit; Elementare Mathematik; Schulmathematik; Mathematics lessons; Mathematikunterricht; Interviewing; Interviewtechnik; Ausland; Schülerverhalten; Spanien
Abstract	Introduction: Moved by our interest in the curricular proposal of integrating algebraic thinking in elementary mathematics, we analyse the understanding of number sentences of a group of elementary students and its evolution when working on solving open and true/false number sentences. Method: We developed a teaching experiment with a group of eight-nine years old students which shares the features of design research. It consisted of six one-hour in-class sessions, over a period of one year, in which we proposed students individual written activities, whole group discussions and individual interviews. Results: Students evidenced four different meanings of the equal sign which are here used to establish different levels in their understanding. By using these levels, we analyze the evolution of students' understanding of the sentences along the experiment. Discussion: Students evidenced the use of multiplicity of meanings of the equal sign and some displayed some instability in their understanding along the six sessions. The specific factors that explain that instability are identified and some didactical consequences are obtained. The obtained results are contrasted with those of previous studies. (Contains 2 figures, 5 tables, and 8 footnotes.) (As Provided).
Anmerkungen	University of Almeria, Education & Psychology I+D+i. Faculty of Psychology Department of Educational and Developmental Psychology, Carretera de Sacramento s/n, 04120 LaCanada de San Urbano, Almeria, Spain. Tel: +34-950-015354; Fax: +34-950-015083; Web site: http://www.investigacion-psicopedagogica.org/revista/new/english/index.php
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10