The Conception of Substitution of the Equals Sign Plays a Unique Role in Students' Algebra Performance
Autor: | Ian Jones, Emine Simsek, Ilyas Karadeniz, Iro Xenidou-Dervou |
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Jazyk: | angličtina |
Rok vydání: | 2019 |
Předmět: |
lcsh:BF1-990
equivalence Experimental and Cognitive Psychology algebra substitution 0501 psychology and cognitive sciences Algebra over a field Algebraic number Equivalence (measure theory) equals sign Mathematics Numerical Analysis Applied Mathematics lcsh:Mathematics 05 social sciences 050301 education Substitution (algebra) mathematics education lcsh:QA1-939 Test (assessment) Algebra lcsh:Psychology Equals sign Component (group theory) 0503 education 050104 developmental & child psychology |
Zdroj: | Journal of Numerical Cognition, Vol 5, Iss 1, Pp 24-37 (2019) |
ISSN: | 2363-8761 |
Popis: | Students’ conceptions of the equals sign are related to algebraic success. Research has identified two common conceptions held by children: operational and relational. The latter has been widely operationalised in terms of the sameness of the values on each side of the equals sign, but it has been recently argued that the substitution component of relational equivalence should also be operationalised (Jones, Inglis, Gilmore, & Dowens, 2012, https://doi.org/10.1016/j.jecp.2012.05.003). In this study, we investigated whether students’ endorsement of the substitution definition of the equals sign is a unique predictor of their algebra performance independent of the other two definitions (operational and sameness). Secondary school students were asked to rate the ‘cleverness’ of operational, sameness, and substitution definitions of the equals sign and completed an algebra test. Our findings demonstrate that endorsement of substitution plays a unique role in explaining secondary school students’ algebra performance above and beyond school year and the other definitions. These findings contribute new insights into how students’ algebra learning relates to their conceptions of the equals sign. |
Databáze: | OpenAIRE |
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