Assessing Formal Knowledge of Math Equivalence among Algebra and Pre-Algebra Students

Autor/inn/en	Fyfe, Emily R.; Matthews, Percival G.; Amsel, Eric; McEldoon, Katherine L.; McNeil, Nicole M.
Titel	Assessing Formal Knowledge of Math Equivalence among Algebra and Pre-Algebra Students
Quelle	In: Journal of Educational Psychology, 110 (2018) 1, S.87-101 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000208
Schlagwörter	Mathematics Instruction; Algebra; Mathematical Concepts; Misconceptions; Middle School Students; Knowledge Level; Mathematical Logic; Student Evaluation; Mathematics Tests; Equations (Mathematics); Problem Solving; Psychometrics; Qualitative Research; Statistical Analysis + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Missverständnis; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Wissensbasis; Mathematical logics; Mathematische Logik; Schulnote; Studentische Bewertung; Equations; Mathematics; Gleichungslehre; Problemlösen; Psychometry; Psychometrie; Qualitative Forschung; Statistische Analyse
Abstract	A central understanding in mathematics is knowledge of "math equivalence," the relation indicating that 2 quantities are equal and interchangeable. Decades of research have documented elementary-school (ages 7 to 11) children's (mis)understanding of math equivalence, and recent work has developed a construct map and comprehensive assessments of this understanding. The goal of the current research was to extend this work by assessing whether the construct map of math equivalence knowledge was applicable to middle school students and to document differences in formal math equivalence knowledge between students in pre-algebra and algebra. We also examined whether knowledge of math equivalence was related to students' reasoning about an algebraic expression. In the study, 229 middle school students (ages 12 to 16) completed 2 forms of the math equivalence assessment. The results suggested that the construct map and associated assessments were appropriate for charting middle school students' knowledge and provided additional empirical support for the link between understanding of math equivalence and formal algebraic reasoning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01