A specific misconception of the equal sign acts as a barrier to children's learning of early algebra

Byrd, Caroline E.; McNeil, Nicole M.; Chesney, Dana L.; Matthews, Percival G.

doi:10.1016/j.lindif.2015.01.001

Cited by 70 publications

(83 citation statements)

References 40 publications

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“…Byrd, McNeil, Chesney, and Matthews (2015) found that even late elementary learners still view the equal sign as operational instead of an indication of the relationship between quantities. Hattikudur and Alibali (2010) suggest that learners who hold an operational understanding encounter difficulties in the transition to algebra.…”

Section: The Notion Of the Equal Signmentioning

confidence: 98%

Grade 9 Learners’ Structural and Operational Conceptions of the Equal Sign: A Case Study of a Secondary School in Soshanguve

Machaba

2017

EURASIA J MATH SCI T

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This article gives an account of Grade 9 learners' understanding of the concept of the equal sign and how they move from an arithmetic to an algebraic equation. A case study, using a sequential mixed method research design, was conducted in a secondary school in Soshanguve, a township in Gauteng, South Africa. Out of the 49 learners who wrote a test on the concept of the equal sign, eight were selected for an interview. The study revealed that Grade 9 learners in this school interpreted the equal sign as a 'do something' and unidirectional (one-sided) sign, not as the concept that represents an equivalent (concept of keeping both sides of the equal sign equal) of two quantities. The researchers attributed misinterpretation of the equal sign to how learners had been taught the concept of number sentences in lower grades, where greater emphasis was placed on rules than on the meaning of a concept.

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Section: The Notion Of the Equal Signmentioning

confidence: 98%

Grade 9 Learners’ Structural and Operational Conceptions of the Equal Sign: A Case Study of a Secondary School in Soshanguve

Machaba

2017

EURASIA J MATH SCI T

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“…공변하 는 양 사이의 관계를 일반화하는 것은 예를 들어, [ (Byrd, McNeil, Chesney, & Matthews, 2015). Byrd 1- (1) 3 (1.5%) 2- (2) 8 (4.0%) 기타 오류 계산 실수로 인한 오답 1- (1) 2 (1.0%) 2- (2) 6 (3.0%)…”

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An Analysis of Algebraic Thinking by Third Graders

Jeongsuk¹,

Choi²

2016

Education of Primary School Mathematics

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“…Kavramların öğrenilmesinde engel teşkil eden bu zorlukların başında kavram yanılgıları olarak adlandırılan yapılar gelmektedir (Byrd, McNeil, Chesney ve Matthews, 2015). Kavram yanılgılarının alanyazında değişik şekillerde tanımlamaları yapıl-mıştır.…”

Section: Introductionunclassified

Çokgenlerle İlgili Kavram Yanılgıları ve Olası Nedenler

Ay¹,

Başbay²

2017

Ege Eğitim Dergisi

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Misconceptions about Polygons and Their Possible ReasonsSubmitted by 2016-10-13 Accepted by 2017-01-20 AbstractIt is aimed to determine misconceptions of seventh graders about polygons and the reasons for these misconceptions. The study was carried out using sequential explanatory design and con- percentage and frequency, while the data collected with the interviews were analyzed through content analysis. According to the findings of the study, it was concluded that students had

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A specific misconception of the equal sign acts as a barrier to children's learning of early algebra

Cited by 70 publications

References 40 publications

Grade 9 Learners’ Structural and Operational Conceptions of the Equal Sign: A Case Study of a Secondary School in Soshanguve

Grade 9 Learners’ Structural and Operational Conceptions of the Equal Sign: A Case Study of a Secondary School in Soshanguve

An Analysis of Algebraic Thinking by Third Graders

Çokgenlerle İlgili Kavram Yanılgıları ve Olası Nedenler

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