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...
| Main Authors: | , , , , |
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| Format: | Article |
| Language: | English |
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PsychOpen GOLD/ Leibniz Insitute for Psychology
2021-07-01
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| Series: | Journal of Numerical Cognition |
| Subjects: | |
| Online Access: | https://jnc.psychopen.eu/index.php/jnc/article/view/6913 |
| _version_ | 1797966728942059520 |
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| author | Emmanuelle Adrien Helena P. Osana Rebecca Watchorn Kong Jeffrey Bisanz Jody Sherman LeVos |
| author_facet | Emmanuelle Adrien Helena P. Osana Rebecca Watchorn Kong Jeffrey Bisanz Jody Sherman LeVos |
| author_sort | Emmanuelle Adrien |
| collection | DOAJ |
| description | 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 Solvers), those whose performance improved after instruction (Learners), and those who had strong performance before instruction and maintained it throughout the study (Solvers). Learners and Solvers performed similarly on measures of equivalence knowledge after instruction. Both groups demonstrated high retention rates and defined the equal sign relationally, regardless of whether they had learned how to solve equivalence problems before or during instruction. Never Solvers had relatively weak arithmetical (nonsymbolic) equivalence knowledge and provided operational definitions of the equal sign after instruction. |
| first_indexed | 2024-04-11T02:19:56Z |
| format | Article |
| id | doaj.art-f0ab3e9afb6941ad8207107f4b525481 |
| institution | Directory Open Access Journal |
| issn | 2363-8761 |
| language | English |
| last_indexed | 2024-04-11T02:19:56Z |
| publishDate | 2021-07-01 |
| publisher | PsychOpen GOLD/ Leibniz Insitute for Psychology |
| record_format | Article |
| series | Journal of Numerical Cognition |
| spelling | doaj.art-f0ab3e9afb6941ad8207107f4b5254812023-01-03T00:18:50ZengPsychOpen GOLD/ Leibniz Insitute for PsychologyJournal of Numerical Cognition2363-87612021-07-017210412410.5964/jnc.6913jnc.6913An Examination of Third- and Fourth-Graders’ Equivalence Knowledge After Classroom InstructionEmmanuelle Adrien0Helena P. Osana1Rebecca Watchorn Kong2Jeffrey Bisanz3Jody Sherman LeVos4Department of Education, Concordia University, Montreal, QC, CanadaDepartment of Education, Concordia University, Montreal, QC, CanadaDepartment of Psychology, University of Alberta, Edmonton, AB, CanadaDepartment of Psychology, University of Alberta, Edmonton, AB, CanadaLeapFrog Enterprises, Inc., Emeryville, CA, USAThe 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 Solvers), those whose performance improved after instruction (Learners), and those who had strong performance before instruction and maintained it throughout the study (Solvers). Learners and Solvers performed similarly on measures of equivalence knowledge after instruction. Both groups demonstrated high retention rates and defined the equal sign relationally, regardless of whether they had learned how to solve equivalence problems before or during instruction. Never Solvers had relatively weak arithmetical (nonsymbolic) equivalence knowledge and provided operational definitions of the equal sign after instruction.https://jnc.psychopen.eu/index.php/jnc/article/view/6913equivalence knowledgeequal signclassroom instructionlearning trajectories |
| spellingShingle | Emmanuelle Adrien Helena P. Osana Rebecca Watchorn Kong Jeffrey Bisanz Jody Sherman LeVos An Examination of Third- and Fourth-Graders’ Equivalence Knowledge After Classroom Instruction Journal of Numerical Cognition equivalence knowledge equal sign classroom instruction learning trajectories |
| title | An Examination of Third- and Fourth-Graders’ Equivalence Knowledge After Classroom Instruction |
| title_full | An Examination of Third- and Fourth-Graders’ Equivalence Knowledge After Classroom Instruction |
| title_fullStr | An Examination of Third- and Fourth-Graders’ Equivalence Knowledge After Classroom Instruction |
| title_full_unstemmed | An Examination of Third- and Fourth-Graders’ Equivalence Knowledge After Classroom Instruction |
| title_short | An Examination of Third- and Fourth-Graders’ Equivalence Knowledge After Classroom Instruction |
| title_sort | examination of third and fourth graders equivalence knowledge after classroom instruction |
| topic | equivalence knowledge equal sign classroom instruction learning trajectories |
| url | https://jnc.psychopen.eu/index.php/jnc/article/view/6913 |
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