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Fostering Relational Thinking while Negotiating the Meaning of the Equals Sign

Marta Molina, Rebecca Ambrose 

September 2006, Volume 13, Issue 2, Page 111

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.

Keywords:
Article
Cross-Content (Math Only) Connections
Algebraic Patterns
Grades 3-5
Conceptual Development
Communication
Numbers and Operations
Teacher
Problems
Problem Solving / Problem Posing
Student Work