From an Operational to a Relational Conception of the Equal Sign. Third Graders' Developing Algebraic Thinking
- Molina, M.
- Ambrose, R.
ISSN: 0272-8893
Datum der Publikation: 2008
Ausgabe: 30
Nummer: 1
Seiten: 61
Art: Artikel
Andere Publikationen in: Focus on learning problems in mathematics
Zusammenfassung
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.