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Measuring teacher awareness of children's understanding of equivalence

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conference contribution
posted on 12.02.2016 by Jodie Hunter, Ian Jones
Children’s understanding of the equals sign has been widely studied and identified as an important issue for thinking flexibly about arithmetic and learning algebra. Experiences in primary mathematics lessons impact significantly on understanding, but relatively few studies have investigated primary teachers’ awareness of children’s understanding. One reason may be that while carefully validated instruments exist for measuring children’s understanding, no such instrument is available for evaluating teacher awareness. We analyse the performance of a questionnaire administered to 197 primary teachers in New Zealand and the UK, and identify how individual items are likely to elicit different teacher responses.
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School

  • Science

Department

  • Mathematics Education Centre

Published in

The 39th Conference of the International Group for the Psychology of Mathematics Education

Citation

HUNTER, J. and JONES, I., 2016. Measuring teacher awareness of children's understanding of equivalence. Presented at the 39th Conference of the International Group for the Psychology of Mathematics Education, Hobart, Tasmania, 13-18th July.

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© The Authors. Published by PME

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AM (Accepted Manuscript)

Publisher statement

This work is made available according to the conditions of the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) licence. Full details of this licence are available at: https://creativecommons.org/licenses/by-nc-nd/4.0/

Publication date

2016

Notes

This is a conference paper.

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Language

en

Location

Tasmania

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