Developing a relational meaning of the equal sign: effects of using a balance analogy in a game-based virtual environment
Bajwa, Neet Priya
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https://hdl.handle.net/2142/90773
Description
Title
Developing a relational meaning of the equal sign: effects of using a balance analogy in a game-based virtual environment
Author(s)
Bajwa, Neet Priya
Issue Date
2016-04-21
Director of Research (if dissertation) or Advisor (if thesis)
Perry, Michelle
Doctoral Committee Chair(s)
Lubienski, Sarah
Committee Member(s)
Lindgren, Robb
Hoffman, Daniel
Department of Study
Curriculum and Instruction
Discipline
Curriculum and Instruction
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
Equal sign
Equivalence
Virtual Balance Scale
Relational meaning
Elementary mathematics
Abstract
Understanding the equal sign relationally is important for success in arithmetic and algebra. Yet, many elementary school children continue to perceive it operationally, as a symbol that indicates computation. Mathematics educators have long suggested the use of the balance scale as an appropriate context for developing the relational meaning of the equal sign. However, studies that directly evaluate the pedagogical effectiveness of the balance scale remain limited. This experimental study, with 148 second- and third-grade students, examined the effects of using a virtual balance scale in promoting a relational meaning of the equal sign. Findings indicate that although the virtual manipulative may be helpful in supporting a relational meaning of the equal sign, there are other features associated with the manipulative that have advantages over the use of the dynamic virtual balance scale in promoting students’ learning of mathematical equivalence. Results suggest that seemingly intuitive manipulatives that are perceptually rich may not promote optimal learning.
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