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ERIC Number: EJ1020129
Record Type: Journal
Publication Date: 2013-Sep
Pages: 5
Abstractor: ERIC
Reference Count: 9
ISBN: N/A
ISSN: ISSN-1073-5836
A Balancing Act
Borenson, Henry
Teaching Children Mathematics, v20 n2 p90-94 Sep 2013
An operational understanding of the equal sign can hinder learning its relational meaning. After providing examples that illustrate the folly of expecting students who know the operational meaning of the equal sign to intuit the sign's relational meaning, this article provides teachers with strategies that will help them effectively introduce the relational meaning of the equal sign. This enables teachers to, first, trigger the operational meaning of the equal sign and, second, to validate--or at least not invalidate--students' prior experience with the operational sense of the equal sign.
National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191-1502. Tel: 800-235-7566; Tel: 703-620-3702; Fax: 703-476-2970; e-mail: orders@nctm.org; Web site: http://www.nctm.org/publications/
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A