dc.contributor.author Molina, Marta dc.contributor.author Ambrose, Rebecca dc.date.accessioned 2010-07-07T07:16:44Z dc.date.available 2010-07-07T07:16:44Z dc.date.issued 2008 dc.identifier.citation Molina, M. y Ambrose, R. (2008). From an operational to a relational conception of the equal sign. Thirds graders’ developing algebraic thinking. Focus on Learning Problems in Mathematics, 30(1), 61-80. en dc.identifier.issn 0272-8893 dc.identifier.uri http://hdl.handle.net/10481/4721 dc.description.abstract We describe a teaching experiment about third grade students´ understanding of the equal sign and their initial forays into analyzing expressions. We used true/false and open number sentences in forms unfamiliar to the students to cause students to reconsider their conceptions of the equal sign. Our results suggest a sequence of three stages in the evolution of students’ understanding of the equal sign with students progressing from a procedural/computational perspective to an analytic perspective. Our data show that as students deepened their conceptions about the equal sign they began to analyze expressions in ways that promoted algebraic thinking. We describe the essential elements of instruction that advanced this learning. en dc.language.iso en en dc.publisher Research Council on Mathematics Learning en dc.rights Creative Commons Attribution-NonCommercial-NoDerivs 3.0 License dc.rights.uri http://creativecommons.org/licenses/by-nc-nd/3.0/ dc.subject Algebraic thinking en dc.subject Analyzing expressions en dc.subject Arithmetic equations en dc.subject Early-Algebra en dc.subject Equal sign en dc.subject Number sentences en dc.subject Relational thinking en dc.title From an operational to a relational conception of the equal sign. Thirds graders’ developing algebraic thinking. en dc.type info:eu-repo/semantics/article en
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