2020
DOI: 10.1080/10986065.2020.1793055
|View full text |Cite
|
Sign up to set email alerts
|

The role of balance scales in supporting productive thinking about equations among diverse learners

Help me understand this report

Search citation statements

Order By: Relevance

Paper Sections

Select...
1
1

Citation Types

0
1
0

Year Published

2022
2022
2024
2024

Publication Types

Select...
5

Relationship

1
4

Authors

Journals

citations
Cited by 11 publications
(2 citation statements)
references
References 22 publications
0
1
0
Order By: Relevance
“…The operational concept of "=" sign can cause students to reject non-standard equations, such as x − 1 = y. In the same way, students reject equality 7 = 2 + 5 because it is "backwards" (Stephens et al, 2022). Thus, operational concepts can cause students to perceive the rule x n .…”
Section: The Suggested Way Of Teaching the Substitution Methodsmentioning
confidence: 99%
“…The operational concept of "=" sign can cause students to reject non-standard equations, such as x − 1 = y. In the same way, students reject equality 7 = 2 + 5 because it is "backwards" (Stephens et al, 2022). Thus, operational concepts can cause students to perceive the rule x n .…”
Section: The Suggested Way Of Teaching the Substitution Methodsmentioning
confidence: 99%
“…Students who hold an operational view tend to solve missing value equations by performing the given operations to the left of the equal sign or by performing all the given operations (e.g., for 8 + 4 = __ + 5, writing 12 or 17 in the blank; Carpenter et al, 2003 ). They also may refuse to endorse nonstandard equations, for example, rejecting 8 = 8 because it lacks an operation, or rejecting 9 = 5 + 4 because it is “backwards” (Falkner et al, 1999 ; Stephens et al, 2021 , Stephens et al, 2022 ).…”
Section: Students’ Conceptions Of Mathematical Equivalencementioning
confidence: 99%