**ERIC Number:**EJ1055947

**Record Type:**Journal

**Publication Date:**2015-May

**Pages:**7

**Abstractor:**As Provided

**Reference Count:**20

**ISBN:**N/A

**ISSN:**ISSN-1053-4512

The Influence of Symbols and Equations on Understanding Mathematical Equivalence

Powell, Sarah R.

Intervention in School and Clinic, v50 n5 p266-272 May 2015

Students with mathematics difficulty demonstrate lower mathematics performance than typical-performing peers. One contributing factor to lower mathematics performance may be misunderstanding of mathematics symbols. In several studies related to the equal sign (=), students who received explicit instruction on the relational definition (i.e., "the same as") of the equal sign demonstrated improved performance on equation solving and equal-sign understanding. In one study, equal-sign instruction improved performance on word problems when students used an equation to set up and solve word problems. Implications for teachers include (a) providing explicit instruction on a relational definition of the equal sign and (b) providing more exposure to equation types (e.g., 9 - 5 = _ + 3) students rarely see in mathematics textbooks.

Descriptors: Symbols (Mathematics), Equations (Mathematics), Direct Instruction, Mathematics Instruction, Problem Solving, Word Problems (Mathematics), Mathematics Achievement, Mathematical Concepts

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**Publication Type:**Journal Articles; Reports - Descriptive

**Education Level:**N/A

**Audience:**N/A

**Language:**English

**Sponsor:**N/A

**Authoring Institution:**N/A