An Examination of Third- and Fourth-Graders’ Equivalence Knowledge After Classroom Instruction

An Examination of Third- and Fourth-Graders’ Equivalence Knowledge After Classroom Instruction

The present correlational study examined third- and fourth-graders’ (N = 56) knowledge of mathematical equivalence after classroom instruction on the equal sign. Three distinct learning trajectories of student equivalence knowledge were compared: those who did not learn from instruction (Never Solve...

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Bibliographic Details
Main Authors: Emmanuelle Adrien, Helena P. Osana, Rebecca Watchorn Kong, Jeffrey Bisanz, Jody Sherman LeVos
Format: Article
Language:English
Published: PsychOpen GOLD/ Leibniz Insitute for Psychology 2021-07-01
Series:Journal of Numerical Cognition
Subjects:
equivalence knowledge
equal sign
classroom instruction
learning trajectories
Online Access:https://jnc.psychopen.eu/index.php/jnc/article/view/6913

Internet

https://jnc.psychopen.eu/index.php/jnc/article/view/6913

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