The Influence of Symbols and Equations on Understanding Mathematical Equivalence. (May 2015)

• Record Type: Journal Article
• Authors: Powell, Sarah R.
• Other Names: Bryant Diane Pedrotty guest-editor.; Bryant Brian R. guest-editor.; Pfannenstiel Kathleen Hughes guest-editor.
• Is Part Of: Intervention in school and clinic. Volume 50:Number 5(2015:May)
• Page Start: 266
• Page End: 272
• Publication Date: 2015-05
• Subjects: mathematics -- symbols -- equal sign -- equations; Learning disabled children -- Education -- Periodicals; Problem children -- Education -- Periodicals; Behavior disorders in children -- Periodicals; Special education -- Periodicals; 371.9
• DOI: 10.1177/1053451214560891
• Languages: English
• ISSNs: 1053-4512

Abstract

Students with mathematics difficulty demonstrate lower mathematics performance than typical-performing peers. One contributing factor to lower mathematics performance may be misunderstanding of mathematics symbols. In several studies related to the equal sign (=), students who received explicit instruction on the relational definition (i.e., "the same as") of the equal sign demonstrated improved performance on equation solving and equal-sign understanding. In one study, equal-sign instruction improved performance on word problems when students used an equation to set up and solve word problems. Implications for teachers include (a) providing explicit instruction on a relational definition of the equal sign and (b) providing more exposure to equation types (e.g., 9 – 5 = _ + 3) students rarely see in mathematics textbooks.