ERIC Number: ED214765
Record Type: RIE
Publication Date: 1982-Mar
Reference Count: 0
The Effects of Instruction on Children's Understanding of the "Equals" Sign.
Baroody, Arthur J.; Ginsburg, Herbert P.
Children appear to interpret the "equals" sign as an operator ("adds up to") not a relational ("the same as") symbol--e.g., viewing equations like 13 = 7 + 6 or 8 = 8 as senseless. This study, a natural experiment, examined the effects of long-term instruction emphasizing a relational definition of "equals." In a partially standardized clinical interview, first- through third-graders evaluated a variety of familiar and unfamiliar equation forms. The curriculum seemed effective in inducing a relational view of "equals." An operator interpretation was also clearly evident, but attributed to the cognitive factor of assimilation--not to relatively immutable (age-related) cognitive limitations. (MP)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers: Equality (Mathematics); Mathematics Education Research
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New York, NY, March 18-23, 1982).