The Effects of Instruction on Children's Understanding of the "Equals" Sign.

Autor/inn/en	Baroody, Arthur J.; Ginsburg, Herbert P.
Titel	The Effects of Instruction on Children's Understanding of the "Equals" Sign.
Quelle	(1982), (29 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Arithmetic; Cognitive Development; Cognitive Processes; Educational Research; Elementary Education; Elementary School Mathematics; Interviews; Learning Theories; Mathematical Concepts; Mathematics Curriculum; Mathematics Instruction; Symbols (Mathematics) + Suchen Sie Ihr Suchwort? Addition; Arithmetik; Arithmetikunterricht; Rechnen; Kognitive Entwicklung; Cognitive process; Kognitiver Prozess; Bildungsforschung; Pädagogische Forschung; Elementarunterricht; Elementare Mathematik; Schulmathematik; Interviewing; Interviewtechnik; Learning theory; Lerntheorie; Mathematics lessons; Mathematikunterricht
Abstract	Children appear to interpret the "equals" sign as an operator ("adds up to") not a relational ("the same as") symbol--e.g., viewing equations like 13 = 7 + 6 or 8 = 8 as senseless. This study, a natural experiment, examined the effects of long-term instruction emphasizing a relational definition of "equals." In a partially standardized clinical interview, first- through third-graders evaluated a variety of familiar and unfamiliar equation forms. The curriculum seemed effective in inducing a relational view of "equals." An operator interpretation was also clearly evident, but attributed to the cognitive factor of assimilation--not to relatively immutable (age-related) cognitive limitations. (MP)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC