Literaturnachweis - Detailanzeige
| Autor/in | Powell, Sarah R. |
|---|---|
| Titel | The Influence of Symbols and Equations on Understanding Mathematical Equivalence |
| Quelle | In: Intervention in School and Clinic, 50 (2015) 5, S.266-272 (7 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1053-4512 |
| DOI | 10.1177/1053451214560891 |
| Schlagwörter | Symbols (Mathematics); Equations (Mathematics); Direct Instruction; Mathematics Instruction; Problem Solving; Word Problems (Mathematics); Mathematics Achievement; Mathematical Concepts |
| 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. (As Provided). |
| Anmerkungen | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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