The Conception of Substitution of the Equals Sign Plays a Unique Role in Students' Algebra Performance

Journal of Numerical Cognition

Iro Xenidou-Dervou¹  Ian Jones¹  Emine Simsek¹  Ilyas Karadeniz² 

[1] Mathematics Education Centre, Loughborough University, Loughborough, United Kingdom;Mathematics Education Department, Education Faculty, Siirt University, Siirt, Turkey;

关键词: algebra;    equals sign;    equivalence;    mathematics education;    substitution;   

DOI  :  10.5964/jnc.v5i1.147

来源: DOAJ

【 摘 要 】

Students’ conceptions of the equals sign are related to algebraic success. Research has identified two common conceptions held by children: operational and relational. The latter has been widely operationalised in terms of the sameness of the values on each side of the equals sign, but it has been recently argued that the substitution component of relational equivalence should also be operationalised (Jones, Inglis, Gilmore, & Dowens, 2012, https://doi.org/10.1016/j.jecp.2012.05.003). In this study, we investigated whether students’ endorsement of the substitution definition of the equals sign is a unique predictor of their algebra performance independent of the other two definitions (operational and sameness). Secondary school students were asked to rate the ‘cleverness’ of operational, sameness, and substitution definitions of the equals sign and completed an algebra test. Our findings demonstrate that endorsement of substitution plays a unique role in explaining secondary school students’ algebra performance above and beyond school year and the other definitions. These findings contribute new insights into how students’ algebra learning relates to their conceptions of the equals sign.

【 授权许可】

Unknown