Developing a relational meaning of the equal sign: effects of using a balance analogy in a game-based virtual environment

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.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Curriculum and Instruction

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2016

Author dc:creator

• Bajwa, Neet Priya

Contributors dc:contributor

• Perry, Michelle
• Lubienski, Sarah
• Lindgren, Robb
• Hoffman, Daniel

• Equal sign
• Equivalence
• Virtual Balance Scale
• Relational meaning
• Elementary mathematics

Statement dc:rights

• Copyright 2016 Neet Priya Bajwa

Language dc:language

en

Handle dc:identifier

http://hdl.handle.net/2142/90773

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/90773