Literaturnachweis - Detailanzeige
| Autor/inn/en | Hornburg, Caroline Byrd; Brletic-Shipley, Heather; Matthews, Julia M.; McNeil, Nicole M. |
|---|---|
| Titel | Improving Understanding of Mathematical Equivalence |
| Quelle | In: Mathematics Teacher: Learning and Teaching PK-12, 114 (2021) 1, S.16-26 (11 Seiten)
PDF als Volltext |
| Zusatzinformation | Weitere Informationen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0025-5769 |
| Schlagwörter | Elementary School Students; Mathematics Instruction; Algebra; Teaching Methods; Mathematical Concepts; Symbols (Mathematics); Equations (Mathematics); Thinking Skills; State Standards; Skill Development; Identification; Error Patterns; Arithmetic |
| Abstract | Children need support in the early elementary grades to construct a deep, formal understanding of foundational prealgebraic concepts. In this article, the authors share recommendations for teaching one such foundational concept--mathematical equivalence. First, they define mathematical equivalence and discuss research supporting the benefits of strengthening children's formal understanding of it. Then, they present evidence-based activities that can be implemented in early elementary classrooms. Mathematical equivalence, commonly symbolized by the equal sign (=), is the relation between two quantities that are equal and interchangeable (Kieran 1981). Understanding of mathematical equivalence involves several related skills: interpreting the equal sign as a relational symbol (e.g., a symbol meaning "is the same amount as"), reading and encoding the structure of equations correctly, and correctly identifying and equalizing the two sides of an equation. It is widely regarded as one of the most important concepts for developing children's algebraic thinking (Carpenter, Franke, and Levi 2003; Knuth et al. 2006; NCTM 2000). For this reason, it is considered to be a "Big Idea" in mathematics (Charles 2005) and is featured in many state standards for mathematics (e.g., NGA Center and CCSSO 2010). (ERIC). |
| Anmerkungen | National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail: nctm@nctm.org; Web site: https://pubs.nctm.org/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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