A five-question research agenda for one-step equation learning and instruction¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The article proposes that researchers investigate five questions arising from the classification: whether Type 1 equations are easier than Type 2 to learn; whether equations without a special feature are easier than those with one; the best way to teach equations involving a decimal, a percentage, and a fraction; how to help students learn equations with the pronumeral on the right side; and why solutions involving a decimal or fraction challenge students.

Design Implications¶

Context¶

Requirements¶

• Research should use the Type 1/Type 2 classification as the framework for designing studies on one-step equations

Constraints¶

Target Learners¶

• mathematics students learning one-step equations

Target Learning Goals¶

• improving equation solving skills across one-step equation types

Related Strategies¶

• 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

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