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Please use this identifier to cite or link to this item: https://dspace.lboro.ac.uk/2134/8613

Title: Connecting the equals sign
Authors: Jones, Ian
Pratt, Dave
Keywords: Equals sign
Issue Date: 2006
Publisher: © Springer
Citation: JONES, I. and PRATT, D., 2006. Connecting the equals sign. International Journal of Computers for Mathematical Learning, 11 (3), pp. 301-325.
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.
Description: The final publication is available at: www.springerlink.com
Version: Accepted for publication
DOI: 10.1007/s10758-006-9107-6
URI: https://dspace.lboro.ac.uk/2134/8613
Publisher Link: http://dx.doi.org/10.1007/s10758-006-9107-6
ISSN: 1382-3892
Appears in Collections:Published Articles (Mathematics Education Centre)

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