Students' knowledge of equals sign definitions relates to their equation-solving performance at the student level¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? At the student level, there is a significant positive relation between equation solving and definition latent factors of equivalence understanding. → Şimşek 2021

Evidence¶

Şimşek 2021¶

Şimşek, E., Xenidou-Dervou, I., Hunter, J., Gillon Dowens, M., Pang, J., Lee, Y., McNeil, N., Kirkland, P., & Jones, I. (2021). Factors Associated with Children's Understanding of Mathematical Equivalence: An Investigation across Six Countries. https://figshare.com/s/78625a6b0061200db6b7

q3 · i? · associational · r2

Multilevel SEM (Model 1) across 2760 students in six countries found a significant positive relation between the equation-solving and definition latent factors. The article reports "a significant positive relation between equation solving and definition" with no effect size printed.

"At the student level, we found a significant positive relation between equation solving and definition, and age was not associated with equation solving or definition."

Discussion¶

Learner Variables¶

• Algebraic Thinking — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Relational understandings of the equals sign are associated with middle grades mathematics success — related
• A procedural \"answer is coming\" interpretation of the equals sign leads students to chain arithmetic and errors on missing-number equations — related