Teach one-step equations in a hierarchical sequence: Type 1 without special features first, then Type 1 with special features, then Type 2 in the same order¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The article recommends that mathematics educators sequence instruction by element interactivity: begin with Type 1 equations (one operational, two relational lines), teaching equations without a special feature before those with one, then move to Type 2 equations (two operational, three relational lines) in the same order. It further advises spending adequate time on specific types and highlighting connections to other mathematics topics such as percentages and trigonometry.

Design Implications¶

Context¶

Requirements¶

• Educators need to be aware of the degree of element interactivity involved in each equation type

Constraints¶

• The recommended sequence is derived from the theoretical analysis, not validated through classroom trials in this paper

Target Learners¶

• students learning equation solving in the transition from pre-algebra to algebra

Target Learning Goals¶

• mastering balance-method equation solving skills
• preparing for algebraic problem solving and multi-step equations

Related Strategies¶

• A five-question research agenda for one-step equation learning and instruction
• Scaffolded Problem Sequencing

Examples¶

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Key Sources¶

• Ngu, B. (2014). The Complexity of One-Step Equations. In J. Anderson, M. Cavanagh & A. Prescott (Eds.), Curriculum in focus: Research guided practice (Proceedings of the 37th annual conference of the Mathematics Education Research Group of Australasia) pp. 501-508. Sydney: MERGA. https://eric.ed.gov/?id=ED572625