Thirty years of research: Interpretations of the equal sign in China and the USA

Psychological Reports

Volumn 101, Issue 3 I, 2007, Pages 784-786

  Capraro, Robert M ^a   Capraro, Mary Margaret ^a   Ding, Meixia ^b   Li, Xiaobao ^c  

^a TEXAS A AND M UNIVERSITY   (United States)

^b UNIVERSITY OF NEBRASKA LINCOLN   (United States)

^c WESTERN CAROLINA UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

ARTICLE; ATTITUDE; CHINA; COMPARATIVE STUDY; CULTURAL FACTOR; ETHNOLOGY; HUMAN; SYMBOLISM; UNITED STATES;

ATTITUDE; CHINA; CROSS-CULTURAL COMPARISON; HUMANS; SYMBOLISM; UNITED STATES;

EID: 38349004712     PISSN: 00332941     EISSN: 1558691X     Source Type: Journal    
DOI: 10.2466/PR0.101.3.784-786     Document Type: Article

References (10)

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2. CAPRARO, M. M., DING, M., MATTESON, S., LI, X., & CAPRARO, R. (2007) Representational implications for understanding equivalence. School Science and Mathematics, 107, 86-88.
3. FALKNER, K. P., LEVI, L., & CARPENTER, T. P. (1999) Children's understanding of equality: a foundation for algebra. Teaching Children Mathematics, 6, 232-236.
4. KIERAN, C. (1981) Concepts associated with the equality symbol. Educational Studies in Mathematics, 12, 317-326.
5. KNUTH, E. J., STEPHENS, A. C., MCNEIL, N. M., & ALIBALI, M. W (2006) Does understanding the equal sign matter? Evidence from solving equations. Journal for Research in Mathematics Education, 37, 297-312.
6. MCNEIL, N. M., GRANDAU, L., KNUTH, E. J., AI.IBALI, M. W., STEPHENS, A. C., HATTIKUDUR, S., & KRILL, D. (2006) Middle-school students' understanding of the equal sign: the books they read can't help. Cognition and Instruction, 24, 367-385.
7. NATIONAL COUNCIL OF TEACHERS OF MATHEMATICS. (2000) Principles and standards for school mathematics. Reston, VA: Author.
8. SÁENZ-LUDLOW, A., & WALGAMUTH, C. (1998) Third graders' interpretations of equality and the equal symbol. Educational Studies in Mathematics, 35, 153-187.
9. SEO, K-H., & GINSBURG, H. P. (2003) "You've got to carefully read the math sentence...." classroom context and children's interpretations of the equal sign. In A. J, Baroody & A. Dowwker (Eds.), The development of arithmetic concepts and skills. Mahwah, NJ: Erlbaum. Pp. 161-188.
10. THOMPSON, C., &, BABCOCK, J. (1978) A successful strategy for teaching missing addends. Arithmetic Teacher, 26(4), 38-41.