id: 06581348
dt: j
an: 2016c.00781
au: Gunnarsson, Robert; SÃ¶nnerhed, Wang Wei; Hernell, Bernt
ti: Does it help to use mathematically superfluous brackets when teaching the
rules for the order of operations?
so: Educ. Stud. Math. 92, No. 1, 91-105 (2016); erratum ibid. 92, No. 1, 107
(2016).
py: 2016
pu: Springer Netherlands, Dordrecht
la: EN
cc: H23 H33
ut: algebra; brackets; order of operations; algebraic expressions
ci:
li: doi:10.1007/s10649-015-9667-2
ab: Summary: The hypothesis that mathematically superfluous brackets can be
useful when teaching the rules for the order of operations is
challenged. The idea of the hypothesis is that with brackets it is
possible to emphasize the order priority of one operation over another.
An experiment was conducted where expressions with mixed operations
were studied, focusing specifically on expressions of the type $a \pm
(b \times c)$ with brackets emphasizing the multiplication compared to
expressions of the type $a \pm b \times c$ without such brackets. Data
were collected from pen and paper tests, before and after brief (about
7 min) instructions, of 169 Swedish students in year 6 and 7 (aged 12
to 13). The data do not seem to support the use of brackets to detach
the middle number ($b$) from the first operation ($\pm$) in $a \pm b
\times c$ type of expressions.
rv: