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Peer reviewed
Direct linkMcNeil, Nicole M.; Alibali, Martha W. – Journal of Cognition and Development, 2005
This study investigated how understanding of the equal sign changes as a function of experience in mathematics and variations in context. Students with different levels of mathematics experience (elementary school, seventh grade, undergraduate, and graduate) were randomly assigned to view the equal sign in one of three contexts: (a) equal sign…
Descriptors: Elementary School Students, Graduate Students, Grade 7, College Students
