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Heading toward Equality: Preservice Teachers' Interventions to Change Students' Conceptions of the Equal Sign

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Title: Heading toward Equality: Preservice Teachers' Interventions to Change Students' Conceptions of the Equal Sign
Language: English
Authors: Santarone, Doris (ORCID 0000-0001-7512-791X), Abney, Angel Rowe (ORCID 0000-0002-7307-1059), Samples, Brandon (ORCID 0000-0003-2238-620X)
Source: Investigations in Mathematics Learning. 2020 12(3):208-225.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 18
Publication Date: 2020
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Elementary Education
Early Childhood Education
Junior High Schools
Middle Schools
Secondary Education
Descriptors: Mathematics Instruction, Misconceptions, Symbols (Mathematics), Algebra, Intervention, Program Effectiveness, Knowledge Base for Teaching, Pedagogical Content Knowledge, Preservice Teacher Education, Elementary Education, Early Childhood Education, Middle School Teachers, Elementary School Teachers, Student Teachers
DOI: 10.1080/19477503.2020.1781348
ISSN: 1947-7503
Abstract: Research indicates that a large percentage of students have misconceptions of the equal sign and that this can be detrimental to their mathematical pursuits as they progress through algebra. In order for students to develop a strong understanding of the meaning of the equal sign, algebra teachers must be aware of the viewpoints their students will hold pertaining to the equal sign and strategies to encourage a relational view of the equal sign and a progression of sophistication within the relational spectrum. In an algebra course for preservice teachers, we created a project where they investigated students' conceptions of the equal sign and determined interventions to foster more productive views. The purpose of our study was to examine our preservice teachers' ability to differentiate between the various students' conceptions of the equal sign, to determine which teacher interventions resonated well with the preservice teachers, and to evaluate the overall effectiveness of the project. This article will also outline ideas for other mathematics teacher educators that wish to implement similar practice-based teaching experiences in their content courses and potential paths of future research.
Abstractor: As Provided
Entry Date: 2020
Accession Number: EJ1264463
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Santarone%2C+Doris%22">Santarone, Doris</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-7512-791X">0000-0001-7512-791X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Abney%2C+Angel+Rowe%22">Abney, Angel Rowe</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-7307-1059">0000-0002-7307-1059</externalLink>)<br /><searchLink fieldCode="AR" term="%22Samples%2C+Brandon%22">Samples, Brandon</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-2238-620X">0000-0003-2238-620X</externalLink>)
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: Research indicates that a large percentage of students have misconceptions of the equal sign and that this can be detrimental to their mathematical pursuits as they progress through algebra. In order for students to develop a strong understanding of the meaning of the equal sign, algebra teachers must be aware of the viewpoints their students will hold pertaining to the equal sign and strategies to encourage a relational view of the equal sign and a progression of sophistication within the relational spectrum. In an algebra course for preservice teachers, we created a project where they investigated students' conceptions of the equal sign and determined interventions to foster more productive views. The purpose of our study was to examine our preservice teachers' ability to differentiate between the various students' conceptions of the equal sign, to determine which teacher interventions resonated well with the preservice teachers, and to evaluate the overall effectiveness of the project. This article will also outline ideas for other mathematics teacher educators that wish to implement similar practice-based teaching experiences in their content courses and potential paths of future research.
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