id: 06445204
dt: j
an: 2015d.00691
au: Byrd, Caroline E.; McNeil, Nicole M.; Chesney, Dana L.; Matthews, Percival
G.
ti: A specific misconception of the equal sign acts as a barrier to
children’s learning of early algebra.
so: Learn. Individ. Differ. 38, 61-67 (2015).
py: 2015
pu: Elsevier, Amsterdam
la: EN
cc: H22 H23 H32 H33 D72 D73 E42 E43
ut: conceptual development; individual differences; learning; early algebra
ci:
li: doi:10.1016/j.lindif.2015.01.001
ab: Summary: Children’s equal sign understanding affects learning of early
algebra. Most studies to date have focused exclusively on the presence
of relational interpretations of the equal sign (e.g., “the same as"
or “equal to"), without examining how different types of
non-relational interpretations affect learning. Children’s (3rd and
5th graders; $M$ age = 9 yrs, 11 mos) equal sign interpretations were
measured prior to instruction on mathematical equivalence. In addition
to helpful effects of relational interpretations, we hypothesized that
an arithmetic-specific interpretation (e.g., “what something adds
to") would be more likely to hinder children’s learning than would
other non-relational interpretations. Results supported these
hypotheses. Presence of relational interpretations was helpful in both
grades, and an arithmetic-specific equal sign interpretation negatively
predicted 5th graders’ end-of-year early algebra performance. Equal
sign interpretations were not associated with arithmetic performance in
either grade. Results extend our understanding of how equal sign
interpretations shape children’s mathematics learning.
rv: