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Connecting the equals sign

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journal contribution
posted on 13.07.2011 by Ian Jones, Dave Pratt
Children tend to view the equals sign as an operator symbol bereft of the rich relational properties of equality statements. It has been argued by some that this restricted view of the equals sign is due to cultural or cognitive factors. We suggest a significant factor is that rich relational meanings lack relevance within the context of paper-based arithmetic. One possible way to allow learners access to relational meanings is through interaction with technologically supported utilities for the equals sign. We report upon a trial in which two students draw on existing and emerging notions of mathematical equivalence in order to connect an onscreen = object with other arithmetical objects.

History

School

  • Science

Department

  • Mathematics Education Centre

Citation

JONES, I. and PRATT, D., 2006. Connecting the equals sign. International Journal of Computers for Mathematical Learning, 11 (3), pp. 301-325.

Publisher

© Springer

Version

AM (Accepted Manuscript)

Publication date

2006

Notes

The final publication is available at: www.springerlink.com

ISSN

1382-3892

Language

en

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