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Please use this identifier to cite or link to this item: https://dspace.lboro.ac.uk/2134/33698

Title: The conception of substitution of the equals sign plays a unique role in students' algebra performance
Authors: Simsek, Emine
Xenidou-Dervou, Iro
Karadeniz, Ilyas
Jones, Ian
Keywords: Algebra
Equals sign
Equivalence
Mathematics education
Substitution
Issue Date: 2018
Publisher: The Mathematical Cognition and Learning Society
Citation: SIMSEK, E. ... et al, 2018. The conception of substitution of the equals sign plays a unique role in students' algebra performance. Journal of Numerical Cognition, [in press].
Abstract: Students’ conceptions of the equals sign are related to algebraic success. Research has identified two common conceptions held by children: operational and relational. The latter has been widely operationalised in terms of the sameness of the values on each side of the equals sign, but Jones, Inglis, Gilmore and Dowens (2012) argued that the substitution component of relational equivalence should also be operationalised. In this study, we investigated whether students’ endorsement of the substitution definition of the equals sign is a unique predictor of their algebra performance independent of the other two definitions (operational and sameness). Secondary school students were asked to rate the ‘cleverness’ of operational, sameness, and substitution definitions of the equals sign and completed an algebra test. Our findings demonstrate that endorsement of substitution plays a unique role in explaining secondary school students’ algebra performance above and beyond school year and the other definitions. These findings contribute new insights into how students’ algebra learning relates to their conceptions of the equals sign.
Description: This paper is closed access until it is published.
Version: Accepted for publication
URI: https://dspace.lboro.ac.uk/2134/33698
Publisher Link: https://jnc.psychopen.eu/index.php/jnc
ISSN: 2363-8761
Appears in Collections:Closed Access (Maths)

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