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Measure for Measure: What Combining Diverse Measures Reveals About Children’s Understanding of the Equal Sign as an Indicator of Mathematical Equality

Percival Matthews, Bethany Rittle-Johnson, Katherine McEldoon, and Roger Taylor 

May 2012, Volume 43, Issue 3, Page 316

Knowledge of the equal sign as an indicator of mathematical equality is foundational to children’s mathematical development and serves as a key link between arithmetic and algebra. The current findings reaffirmed a past finding that diverse items can be integrated onto a single scale, revealed the wide variability in children’s knowledge of the equal sign assessed by different types of items, and provided empirical evidence for a link between equal-sign knowledge and success on some basic algebra items.

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