ERIC Number: EJ1055947
Record Type: Journal
Publication Date: 2015-May
Abstractor: As Provided
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
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: email@example.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A