From an Operational to a Relational Conception of the Equal Sign. Third Graders' Developing Algebraic Thinking

Molina, M.; Ambrose, R.

From an Operational to a Relational Conception of the Equal Sign. Third Graders' Developing Algebraic Thinking

Molina, M.
Ambrose, R.

Revista:

Focus on learning problems in mathematics

ISSN: 0272-8893

Año de publicación: 2008

Volumen: 30

Número: 1

Páginas: 61

Tipo: Artículo

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Otras publicaciones en: Focus on learning problems in mathematics

Resumen

We describe a teaching experiment about third grade students´ understanding of the equal signand their initial forays into analyzing expressions. We used true/false and open numbersentences in forms unfamiliar to the students to cause students to reconsider their conceptions ofthe equal sign. Our results suggest a sequence of three stages in the evolution of students’understanding of the equal sign with students progressing from a procedural/computationalperspective to an analytic perspective. Our data show that as students deepened theirconceptions about the equal sign they began to analyze expressions in ways that promotedalgebraic thinking. We describe the essential elements of instruction that advanced this learning.