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Maths Equals Assignment1

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Maths Equals Assignment1

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EDMA301 Assignment 1 Literature Synthesis

Maths assignment- equals sign Equality and understanding the meaning of the equal sign is a crucial idea for developing algebraic reasoning in young children (Falkner, Levi, and Carpenter, 1999). Although children are introduced to the equals sign at a young age, many students have a limited understanding of the function and misconceptions about the meaning and use of this function become more firmly entrenched (Falkner et al, 1999). Researchers have generally described students conceptions of the equals sign as either operational or relational (Behr, Erlwanger and Nichol, 1980). Students with an operational view think that the equals sign signifies an order to perform an operation whereas a student with a relational conception recognises that the equals sign indicates equivalence. Research shows that students can develop a relational understanding of the equal sign with suitable instruction and activities and help students to avoid or address these misconceptions and difficulties. These tasks fall into three categories, namely class discussions of equations, balance activities and worded problems. Oksuz (2001) states students usually restrict the meaning of the equals sign to the context in which they were learned. Often students are presented with one step arithmetic problems where the equals sign comes at the end of an equation (eg 4+6=10). The tendency to use this structure in all arithmetic sentences results in students seeing the equals sign as an instruction to perform rather than a relationship between the terms, which can cause problems (Molina, Ambrose, & Castro, 2004). Behr, Erlwanger and Nichols (1980) observed that the students not only perceived the equal sign as a stimulus for an answer but also held a view as to how identities should be expressed. For example students often did not accept sentences without an operation or with operational symbols on both sides. E.g. students changed 3 + 2 = 2 +3 to 3 + 2 + 2 + 3 = 10 and 3 = 3 to 3 + 0 = 3 (Molina and Ambrose, 2008)5 Blair (2003) concludes that posing comprehensive true/false equations enables students to think more flexibly and deeply about arithmetic and facilitates discussion about equations. Blair asserts that presenting both correct/incorrect equations in a range of representations allows students to develop a relational understanding of algebra. In a number of studies children have trouble providing answers to open sentences in the form of a=a, a+c=b and a+b=c+d (Falkner et al, 1999; Freiman and Lee, 2004; Kieran, 1981). Carpenter (1999) posed the following question to 145 sixth grade students: 8+4= ___+5 He found that not one child was able to answer the question correctly- 84% of the students thought the answer was 12 (solving 8+4 and disregarding the 5) and another 14% thought the answer was 17(8+4+5). It became apparent that the students lacked the understanding that the equal sign represents a relationship between the two quantities on either side of the sign rather than a signal to perform the operation. Freiman and Lee (2004) suggest using open number sentences and nontraditional equations (eg 7=7, 7=4+3, 8+2=6+4) help students to see this relationship.

S00103080

Hannah OBrien

Page 1

EDMA301 Assignment 1 Literature Synthesis


Extending this, Molina, Ambrose, & Castro (2004) found that introducing a variable eg X+12=14+4, helps to see the equal sign in a way other than a straightforward computation, so their limited interpretation doesnt work. Barlow and Harmon (2012) explored helped students to see the connection between equality and balance. The ants problem uses small numbers that students can easily represent on a pan balance this can be used to explore open number sentences or just to represent nonstandard equations eg 7=5+2 or 5+2=4+_. This activity can be extended with the different-sized ants problem ,similarly the problem uses small numbers which can be represented on a balance, however it explores the concept that the red and blue ants dont weigh the same amount/the red ant weighing double that of the blue ant. Seesaw problem: this problem contains larger numbers which is not as easily represented on a balance and therefore students represented these numbers by drawing a picture. These strategies focus on the idea of balance rather than representing that idea symbolically. These word problems enable students to think about equivalence and balance without rushing toward representing the relationship with symbols. Barlow and Harmon (2012) state students are better equipped for engaging in discussions about the equal sign, as well as completing balance activities. Askew and William (1995) state students often use the equals sign as a logical connective between statements. This commonly occurred when the equation required two or more steps eg finding of 16, students may write 16 4= 4x3= 12. This implies that 16 4= 12. Askew and William (1995) suggest that students benefit from reading their solution out loud by replacing the word equals with is- the- same-as. This helps to create cognitive conflict, which is a conflict between students mental methods and the implications of the accompanying written methods. This conflict can be used to help students to see the accepted interpretation and use of the equals sign. Teachers who engage students in equation discussions, worded problems and balance activities in addition to solving worded problems will successfully engage students in thinking about equality and help students to develop a strong understanding of the equal sign and will form a strong foundation for the learning of algebra.

S00103080

Hannah OBrien

Page 2

Hannah OBrien

EDMA310-Concept Map

S00103080

Prep

Lower Primary 1

Middle Primary 2 3 4 5

Upper Primary 6
Use equivalent number Select and apply efficient sentences involving mental and written stratifies to multiplication and division to solve problems involving all find unknown quantities four operations Use symbolic algebra to represent situations and to solve problems Students devise and use metal and written methods (algorithms to add subtract, multiply and divide whole numbers) Students form and solve equations using words and symbols

Use concrete, pictorial and verbal representations to develop an understanding of invented and conventional symbolic notation.

Express mathematical relationships using the idea of a variable as an unknown quantity using a letter or a symbol

Students count objects in small groups (up to 15) finding the total number.

Students think of equals as is the same as

Students view equations by balancing Seesaw activity

Introduce numbers with variables e.g.a=b+2 students have to decide which was larger a or b?

Students solve equations presented in various formats e.g. _=6+3 6+3=_ 6+_=9

Students solve open number sentences with variables e.g. A=5x9 what is A?

Students will respond to equations with inequality symbols

Students use scales and unifix cubes to model the different formats equations that can be presented. e.g. 3+2=5 5=3+2

Encourage students to discuss why they believe a mathematical statement or a solution to a problem is cofrrect

Pose open-ended questions requiring students to develop equations on each side of the equal sign. Students make predictions and justify what range it can be solved for. e.g. x-17=5-y x 17 y5 (Not necessarily representing it as such)

Students can differentiate between correct and incorrect number sentences

Students are able to compose their own true/false sentences

Introduce equivalent equations e.g. is the value of n the same in 2xn+15=31 and 2xn+15-=31-9 Students can solve equations with unknowns on both Sides e.g. 26+ _= 12+_

Using concrete, pictorial and verbal representations, students make generalisations about equations and justify them e.g. a + b = c + A Therefore A= a + b - c

Key: VELS S00103080

AUSVELS Hannah OBrien

NATIONAL COUCIL OF TEACHERS OF MATHEMATICS (NCTM) Page 3

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