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Connecting the equals sign

Connecting the equals sign 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. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png "Technology, Knowledge and Learning" Springer Journals

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Publisher
Springer Journals
Copyright
Copyright © 2007 by Springer Science+Business Media, Inc.
Subject
Education; Learning and Instruction; Mathematics Education; Educational Technology; Science Education; Creativity and Arts Education
ISSN
2211-1662
eISSN
1573-1766
DOI
10.1007/s10758-006-9107-6
Publisher site
See Article on Publisher Site

Abstract

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.

Journal

"Technology, Knowledge and Learning"Springer Journals

Published: Jan 11, 2007

References