JONES, I. and PRATT, D., 2006. Connecting the equals sign. International Journal of Computers for Mathematical Learning, 11 (3), pp. 301-325.
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.
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