Fostering Relational Thinking while Negotiating the Meaning of the Equals Sign-Reference-Cited by-同舟云学术

Fostering Relational Thinking while Negotiating the Meaning of the Equals Sign

Published:2006-09 Issue:2 Volume:13 Page:111-117
ISSN:1073-5836
Container-title:Teaching Children Mathematics
language:
Short-container-title:TCM

Author:

Molina Marta¹,Ambrose Rebecca C.²

Affiliation:

1. 1 Studies mathematics education at Granada University in Spain.

2. 2 Works with teachers at University of California–Davis to help them understand children's mathematical thinking.

Abstract

How third-grade students developed an understanding of the equals sign and began to use relational thinking as they discussed true/false and open-number sentences. The sequence of instructional activities and children's responses to them are provided.

Publisher

National Council of Teachers of Mathematics

Link

https://pubs.nctm.org/downloadpdf/journals/tcm/13/2/article-p111.xml

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