NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1090380
Record Type: Journal
Publication Date: 2013
Pages: 16
Abstractor: As Provided
Reference Count: 37
ISBN: N/A
ISSN: ISSN-1479-4802
Teaching the Substitutive Conception of the Equals Sign
Jones, Ian; Inglis, Matthew; Gilmore, Camilla; Evans, Rhys
Research in Mathematics Education, v15 n1 p34-49 2013
A cumulative body of research has shown that children typically shift from an "operational" to a "relational" conception of the equals sign as they move through schooling. Jones (2008) argued that a truly relational conception of the equals sign comprises a "substitutive" component and a "sameness" component. Here we present two studies that build on this argument. The first investigated how the equals sign is typically presented to primary children in England, and we report that in the main an operational conception seems to be promoted. The second study measured the impact of a specially designed intervention on early secondary children's conceptions of the equals sign. Pre- and post-test data revealed that the intervention promoted substitutive and sameness components of symbolic equivalence. We consider the theoretical and pedagogical implications of the results.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)