ERIC Number: EJ978881
Record Type: Journal
Publication Date: 2012-May
Pages: 35
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0021-8251
EISSN: N/A
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.)
Descriptors: Symbols (Mathematics), Elementary School Students, Mathematics Tests, Test Items, Arithmetic, Algebra, Knowledge Level, Item Response Theory, Grade 2, Grade 3, Grade 4, Grade 5, Grade 6, Elementary School Mathematics, Public Schools, Suburban Schools, Test Reliability, Test Validity
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
Grant or Contract Numbers: N/A