Context Variation and Syntax Nuances of the Equal Sign in Elementary School Mathematics

Autor/in	Voutsina, Chronoula
Titel	Context Variation and Syntax Nuances of the Equal Sign in Elementary School Mathematics
Quelle	In: Canadian Journal of Science, Mathematics and Technology Education, 19 (2019) 4, S.415-429 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Voutsina, Chronoula)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1492-6156
DOI	10.1007/s42330-019-00067-5
Schlagwörter	Elementary School Mathematics; Arithmetic; Symbols (Mathematics); Syntax; Equations (Mathematics); Textbook Content; Foreign Countries; Greece + Suchen Sie Ihr Suchwort? Elementare Mathematik; Schulmathematik; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Equations; Mathematics; Gleichungslehre; Lehrbuchtext; Ausland; Griechenland
Abstract	Existing research suggests that young children can develop a partial understanding of the equal sign as an operator rather than as a relational symbol of equivalence. This partial understanding can be the result of overemphasis on canonical equation syntaxes of the type a + b = c in elementary school mathematics. This paper presents an examination of context and syntax nuances of relevant sections from the grade 1 Greek series of textbooks and workbooks. Using a conceptual framework of context variation, the analysis shows qualitative differences between equations of similar syntax and provides a nuanced determination of contextual and structural aspects of 'variation' in how the equal sign is presented in elementary mathematics. The paper proposes that since equations have context-specific meanings, context variations should constitute a separate element of analysis when investigating how the equal sign is presented. The implication for practice and future research is that nuanced considerations of equation syntax within varied contexts are needed for elaborating analyses of the equal sign presentation that move beyond dichotomized categorizations of canonical/non-canonical syntaxes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01