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ERIC Number: EJ1129588
Record Type: Journal
Publication Date: 2016
Pages: 8
Abstractor: ERIC
ISSN: ISSN-0040-0599
Inquiry to Action: Diagnosing and Addressing Students' Relational Thinking About the Equal Sign
Harbour, Kristin E.; Karp, Karen S.; Lingo, Amy S.
TEACHING Exceptional Children, v49 n2 p126-133 Nov-Dec 2016
One area of algebraic thinking essential for students' success is a relational understanding of the equal sign. Research has indicated a positive correlation between students' relational understanding of the equal sign and their equation-solving performance, suggesting that students' early conception of the equal sign may affect their learning and performance on more complex algebraic equation-solving tasks. Gathering data on students' strengths and misconceptions, using data to develop instructional plans, and incorporating multiple representations to support students transition to abstract thinking during instruction are all essential components of effective teaching for all concepts in mathematics. Helping all students develop a relational understanding of the equal sign through the use of various representations and exposure to various equation types (i.e., standard and nonstandard) promotes conceptual understanding of an essential skill in students' early algebraic thinking. With explicit instruction, students with disabilities can develop a true understanding of the equal sign, a knowledge that supports students' algebraic reasoning and mathematics performance in subsequent years.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A