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Title: Arithmetic equality statements: numerical balance and notational substitution
Authors: Jones, Ian
Issue Date: 2009
Publisher: International Group for the Psychology of Mathematics Education (© The author)
Citation: JONES, I., 2009. Arithmetic equality statements: numerical balance and notational substitution. IN: Tzekaki, M., Kaldrimidou, M. and Sakonidis, H. (eds). Proceedings of 33th Conference of the International Group for the Psychology of Mathematics Education, Vol. 3. PME 33: In Search for Theories in Mathematics Education, Thessaloniki, Greece, 19th-24th July, pp. 267-264.
Abstract: Numerous studies have investigated the benefits of teaching young children that the equals sign means “is the same as” and presenting a variety of statement forms such as a+b=b+a and c=a+b. However, an important and overlooked aspect of equivalence relations is that of replacing one term with another, which implies a “can be substituted for” meaning of the equals sign. I report a trial with a pair of primary pupils working on a computer-based task that requires viewing equality statements in terms of both numerical balance and notational substitution. I present screenshots and transcript excerpts to illustrate how they articulated and coordinated balance and substitution in order to achieve the task goals.
Description: This is a conference paper.
Version: Published
URI: https://dspace.lboro.ac.uk/2134/8611
Publisher Link: http://www.pme33.eu/pme33/index.php?page=home
Appears in Collections:Conference Papers (Mathematics Education Centre)

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