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Please use this identifier to cite or link to this item: https://dspace.lboro.ac.uk/2134/20309

Title: Measuring teacher awareness of children's understanding of equivalence
Authors: Hunter, Jodie
Jones, Ian
Issue Date: 2016
Publisher: © The Authors. Published by PME
Citation: HUNTER, J. and JONES, I., 2016. Measuring teacher awareness of children's understanding of equivalence. Presented at the 39th Conference of the International Group for the Psychology of Mathematics Education, Hobart, Tasmania, 13-18th July.
Abstract: Children’s understanding of the equals sign has been widely studied and identified as an important issue for thinking flexibly about arithmetic and learning algebra. Experiences in primary mathematics lessons impact significantly on understanding, but relatively few studies have investigated primary teachers’ awareness of children’s understanding. One reason may be that while carefully validated instruments exist for measuring children’s understanding, no such instrument is available for evaluating teacher awareness. We analyse the performance of a questionnaire administered to 197 primary teachers in New Zealand and the UK, and identify how individual items are likely to elicit different teacher responses.
Description: This is a conference paper.
Version: Accepted for publication
URI: https://dspace.lboro.ac.uk/2134/20309
Publisher Link: http://www.pme39.com/
Appears in Collections:Closed Access (Mathematics Education Centre)

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