College Developmental Math Students' Knowledge of the Equal Sign

Autor/inn/en	Fyfe, Emily R.; Matthews, Percival G.; Amsel, Eric
Titel	College Developmental Math Students' Knowledge of the Equal Sign
Quelle	In: Educational Studies in Mathematics, 104 (2020) 1, S.65-85 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1954
DOI	10.1007/s10649-020-09947-2
Schlagwörter	Symbols (Mathematics); College Students; Developmental Studies Programs; Equations (Mathematics); Algebra; Problem Solving; Misconceptions; Mathematical Logic + Suchen Sie Ihr Suchwort? Collegestudent; Developmental studies; Developmental psychology; Study; Studies; Entwicklungspsychologie; Studium; Equations; Mathematics; Gleichungslehre; Problemlösen; Missverständnis; Mathematical logics; Mathematische Logik
Abstract	Decades of research have documented young students' misinterpretations of the equal sign and the impediments these present for children's mathematical development. Much less is known about individual differences in adults' knowledge of the equal sign. We assessed 182 college students from developmental math courses and present analyses from a subset of items on a previously validated assessment of mathematical equality. College students exhibited variability in their interpretations of the equal sign, and these individual differences were related both to their solutions for open equations with variables and to their interpretations of an algebraic expression. Students who provided a relational interpretation of the equal sign were most successful on target algebra problems and students who only provided an operational interpretation of the equal sign were least successful. These results show that misinterpretations of the equal sign can persist well beyond elementary school and can provide a critical indicator of broader mathematical reasoning among college students. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01