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ERIC Number: EJ978881
Record Type: Journal
Publication Date: 2012-May
Pages: 35
Abstractor: As Provided
Reference Count: 63
ISBN: N/A
ISSN: ISSN-0021-8251
Measure for Measure: What Combining Diverse Measures Reveals about Children's Understanding of the Equal Sign as An Indicator of Mathematical Equality
Matthews, Percival; Rittle-Johnson, Bethany; McEldoon, Katherine; Taylor, Roger
Journal for Research in Mathematics Education, v43 n3 p316-350 May 2012
Knowledge of the equal sign as an indicator of mathematical equality is foundational to children's mathematical development and serves as a key link between arithmetic and algebra. The current findings reaffirmed a past finding that diverse items can be integrated onto a single scale, revealed the wide variability in children's knowledge of the equal sign assessed by different types of items, and provided empirical evidence for a link between equal-sign knowledge and success on some basic algebra items. (Contains 1 footnote, 3 tables, and 4 figures.)
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 - Research
Education Level: Early Childhood Education; Elementary Education; Grade 2; Grade 3; Grade 4; Grade 5; Grade 6; Intermediate Grades; Primary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Tennessee