Contextual Meanings of the Equals Sign as Conceptual Blends

Autor/inn/en	Boggs, George; Whitacre, Ian; Schellinger, Jennifer; Champagn, Zachary; Schoen, Robert
Titel	Contextual Meanings of the Equals Sign as Conceptual Blends
Quelle	In: For the Learning of Mathematics, 38 (2018) 2, S.34-39 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0228-0671
Schlagwörter	Symbols (Mathematics); Mathematical Concepts; Concept Formation; Teaching Methods; Mathematics Instruction; Social Media; Advertising + Suchen Sie Ihr Suchwort? Concept learning; Begriffsbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics lessons; Mathematikunterricht; Soziale Medien; Werbung
Abstract	The literature concerning students' understanding of the equal sign has focused narrowly within the context of formal mathematics. Researchers have put forth a hierarchy of conceptions of the equal sign with only the top level regarded as correct. Meanwhile, we find that the equal sign is used widely and in a variety of ways in advertising and social media. We use conceptual blending to analyze several examples of statements involving the equal sign, drawn from outside of school mathematics. We find that the hierarchy described in the literature is insufficient. Instead, we see the necessity for various interpretations of the equal sign as a matter of 21st century literacy. We elaborate on the implications we see for research related to the equal sign and for instruction. (As Provided).
Anmerkungen	FLM Publishing Association. 382 Education South, University of Alberta, Edmonton, Alberta T6G 2G5, Canada. e-mail: flm2@ualberta.ca; Web site: http://flm.educ.ualberta.ca
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01