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Please use this identifier to cite or link to this item: https://dspace.lboro.ac.uk/2134/12552

Title: Teaching the substitutive conception of the equals sign
Authors: Jones, Ian
Inglis, Matthew
Gilmore, Camilla K.
Evans, Rhys
Issue Date: 2013
Publisher: Routledge (Taylor & Francis) / © 2013 Copyright British Society for Research into Learning Mathematics
Citation: JONES, I. ... et al, 2013. Teaching the substitutive conception of the equals sign. Research in Mathematics Education, 15 (1), pp.34-49.
Abstract: A cumulative body of research has shown that children typically shift from an operational to a relational conception of the equals sign as they move through schooling. Jones (2008) argued that a truly relational conception of the equals sign comprises a substitutive component and a sameness component. Here we present two studies that build on this argument. The first investigated how the equals sign is typically presented to primary children in England, and we report that in the main an operational conception seems to be promoted. The second study measured the impact of a specially designed intervention on early secondary children's conceptions of the equals sign. Pre- and post-test data revealed that the intervention promoted substitutive and sameness components of symbolic equivalence. We consider the theoretical and pedagogical implications of the results.
Sponsor: This project was funded by a grant from the Esme´e Fairbairn Foundation. Ian Jones is supported by a Royal Society Shuttleworth Educational Research Fellowship, Matthew Inglis. is supported by a Royal Society Worshipful Company of Actuaries Educational Research Fellowship, and Camilla Gilmore is supported by a British Academy Postdoctoral Fellowship.
Version: Accepted for publication
DOI: 10.1080/14794802.2012.756635
URI: https://dspace.lboro.ac.uk/2134/12552
Publisher Link: http://dx.doi.org/10.1080/14794802.2012.756635
ISSN: 1479-4802
Appears in Collections:Published Articles (Mathematics Education Centre)

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