Using Technology to Teach Equivalence

Kaplan, Rochelle G.; Alon, Sandra

doi:10.5951/teacchilmath.19.6.0382

Cited by 5 publications

(5 citation statements)

References 2 publications

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“…The balance model is an often-used meaningful context to stimulate and structure students' reasoning related to solving linear equations [26][27][28][29]. It resembles familiar objects such as a seesaw, e.g., [30,31], or a kitchen scale, which makes it so that students can imagine what happens when this model is used. The balance model can be used to bring the focus on an equation as representing a mathematical structure linking two different algebraic expressions.…”

Section: Using the Balance Model For Linear Equations Solvingmentioning

confidence: 99%

Are Physical Experiences with the Balance Model Beneficial for Students’ Algebraic Reasoning? An Evaluation of two Learning Environments for Linear Equations

et al. 2020

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The balance model is often used for teaching linear equation solving. Little research has investigated the influence of various representations of this model on students’ learning outcomes. In this quasi-experimental study, we examined the effects of two learning environments with balance models on primary school students’ reasoning related to solving linear equations. The sample comprised 212 fifth-graders. Students’ algebraic reasoning was measured four times over the school year; students received lessons in between two of these measurements. Students in Intervention Condition 1 were taught linear equation solving in a learning environment with only pictorial representations of the balance model, while students in Intervention Condition 2 were taught in a learning environment with both physical and pictorial representations of the balance model, which allowed students to manipulate the model. Multi-group latent variable growth curve modelling revealed a significant improvement in algebraic reasoning after students’ participation in either of the two intervention conditions, but no significant differences were found between intervention conditions. The findings suggest that the representation of the balance model did not differentially affect students’ reasoning. However, analyzing students’ reasoning qualitatively revealed that students who worked with the physical balance model more often used representations of the model or advanced algebraic strategies, suggesting that different representations of the balance model might play a different role in individual learning processes.

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Section: Using the Balance Model For Linear Equations Solvingmentioning

confidence: 99%

Are Physical Experiences with the Balance Model Beneficial for Students’ Algebraic Reasoning? An Evaluation of two Learning Environments for Linear Equations

et al. 2020

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“…Through using the balance model, this biologically primary knowledge can be connected to the abstract idea of maintaining equality in an equation. Others emphasized the similarity between the model and a teetertotter (or see-saw) and referred to children's (playing) experiences with this object (Alibali, 1999;Kaplan & Alon, 2013). In other articles, the contribution of concurrent physical experiences with the balance model was pointed out as being beneficial to the learning of linear equations.…”

Section: Rationales Related To the Physical Experiencesmentioning

confidence: 99%

“…Here, while students manipulate the virtual balance scale, the corresponding equation is shown in formal algebraic symbols, which makes the link between these manipulations and the changes in the corresponding symbolic equation explicit. A further type of virtual balance model was found in the article of Kaplan and Alon (2013;Fig. 3b).…”

Section: Virtual Balance Modelsmentioning

confidence: 99%

“…However, there were also articles in which the main purpose was to discover different possibilities to maintain the balance of the model, without focusing on finding values of unknowns. For example, in the study by Kaplan and Alon (2013), the goal was to create multiple balanced scales and to analyze the relationships between unknowns (see Fig. 3b).…”

Section: Type Of Equation Problemsmentioning

confidence: 99%

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The balance model for teaching linear equations: a systematic literature review

2019

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This paper reports a systematic literature review of the balance model, an often-used aid to teach linear equations. The purpose of the review was to report why such a model is used, what types of models are used, and when they are used. In total, 34 peer-reviewed journal articles were analyzed, resulting in a comprehensive overview of described rationales for using the balance model, its appearances, situations in which it was used, and the gained learning outcomes. Some trends appeared about how rationales, appearances, situations, and learning outcomes are related. However, a clear pattern could not be identified. Our study shows that this seemingly simple model actually is a rather complex didactic tool of which in-depth knowledge is lacking. Further systematic research is needed for making informed instructional decisions on when and how balance models can be used effectively for teaching linear equation solving.

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“…Mathematics is an abstract, conceptual subject (Pope & Mayorga 2019), and there has been a worldwide decline in interest and achievement in mathematics with young learners (Riley et al 2017). Using technology-based tools, the understanding of complex and abstract mathematical ideas may be made more achievable for learners (Kaplan & Alon 2013). Furthermore, the use of technology-based tools in the mathematics classroom may assist learners who are successful, as well as learners who are struggling with mathematics (Bruce 2012).…”

Section: Introductionmentioning

confidence: 99%

Exploring the perceptions of Grade 5 learners about the use of videos and PowerPoint presentations when learning fractions in mathematics

Naidoo

Hajaree²

2021

South African Journal of Childhood Education

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The study was framed within the ambit of social constructivism, and data were generated via task-based worksheets, interactive technology-based lessons and focus group interviews.Results: Based on the results of this study, it was evident that the participants valued the use of the technology-based tools during the teaching and learning of fractions. Based on an interpretive analysis of the data generated, two major themes emerged. Participants indicated that using videos and PowerPoint presentations inspired an appealing and fun way of learning fractions and inspired an encouraging atmosphere for learning fractions. These results may be of value to teachers, teacher educators, researchers, curriculum developers and learners of mathematics. Conclusion:The concluding comments of this article mention research implications and recommendations for further research within this area. These recommendations are significant as there is a need for educational institutions globally to embrace the 4IR within teaching and learning.

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Using Technology to Teach Equivalence

Abstract: Professional development equips practitioners with skills to enhance student learning.

Cited by 5 publications

References 2 publications

Are Physical Experiences with the Balance Model Beneficial for Students’ Algebraic Reasoning? An Evaluation of two Learning Environments for Linear Equations

Are Physical Experiences with the Balance Model Beneficial for Students’ Algebraic Reasoning? An Evaluation of two Learning Environments for Linear Equations

The balance model for teaching linear equations: a systematic literature review

Exploring the perceptions of Grade 5 learners about the use of videos and PowerPoint presentations when learning fractions in mathematics

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