Abstract/Description:
Research suggests that students’ difficulties in studying algebraic topics in middle school can be remedied at least in part by teaching students to use a relational meaning for the equal sign to reason about equations. However, little empirical research has been done to investigate what meanings for the equal sign and equation types are common in middle school mathematics. This study examines two series of 7th and 8th grade mathematics textbooks to identify what equal sign meanings and equation types are being used in middle school mathematics. Three meanings for the equal sign were used in all four textbooks, and each equation type was typically associated with only one meaning of the equal sign. The results imply that students need to develop three different meanings for the equal sign to succeed in middle school mathematics, and that recognizing equation types can help indicate which meaning of the equal sign is being used.
Presenters:
Daniel Siebert and Chelsea Dickson, Brigham Young University