The balance model: Hindrance or support for the solving of linear equations with one unknown

By Joëlle Vlassis. 2002

131 citations recorded by the source corpus.

Subfields: Computer Networks and Communications, Education

View Paper: https://www.semanticscholar.org/paper/3098cf19906c1d3cc0d73b281545aa45a6ac5454

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In Computer Networks and Communications

In Education

Citations in the corpus

Taking away and determining the difference—a longitudinal perspective on two models of subtraction and the inverse relation to addition (2012, methodology): “This rule is usually justified by the balance model that is introduced in classrooms for this purpose (e.g. Kieran, 1988 or Vlassis, 2002).17 It is the inversion principle (Baroody, Torbeyns, and Verschaffel, 2009) that guarantees the mathematical equivalence of both procedures, transposing and…”
Obstacles and Affordances for Integer Reasoning: An Analysis of Children's Thinking and the History of Mathematics (2014, background): “Students’ Integer Understanding In much of the integer-related research pertaining to students’ understanding, researchers have documented the abilities of students in Grades 5–12 to compute (e.g., Gallardo, 1995, 2002; Kloosterman, 2012, in press; Thomaidis & Tzanakis, 2007; Vlassis, 2002, 2008).”
Handbook of research on the psychology of mathematics education: past, present and future (2006, unknown): “In particular, Vlassis (2002) found that, for the two classes of 8th graders whom she observed over a period of 16 lessons, the balance model was an effective tool in conveying the principles of transformation.”
Relationships between Students' Fractional Knowledge and Equation Writing. (2015, background): “Similar to Vlassis (2002), Slavit (1999) viewed equation writing with the algebraic use of letters as “acts of generalization” (p. 257) because the meaning of the arithmetic operations used on the letters is adjusted to “a focus on the operation itself” (p. 257) without a need to focus on concrete…”
The Role of Mathematical Symbols in the Development of Number Conceptualization: The Case of the Minus Sign (2008, methodology): “For the solving of arithmetical equations, Gallardo and Rojano (1994) and researchers such as Cortès (1993), Vergnaud (1989) and Vlassis (2001, 2002) have also pointed out that, as is found in the course of history, some students have considerable difficulty with regard to these levels of…”
Procedural embodiment and magic in linear equations (2008, methodology): “Vlassis (2002), using equations with the unknown on both sides, showed that the balance model was a helpful metaphor for almost all her students in giving meaning to the equals sign as an equality between the two sides of the equation.”
Teaching and Learning Activities in Classroom and Their Impact on Student Misunderstanding: A Case Study on Negative Integers (2019, background): “Having experienced this problem, teachers started to feel worried, given the importance International Journal of Instruction, January2019 ● Vol.12, No.1 of students’ mastery of the topic before they move onto algebra (Seng, 2012; Vlassis, 2002).”
The negative sign and exponential expressions: Unveiling students’ persistent errors and misconceptions (2013, background): “Research on the development of algebraic reasoning is an emerging focus area in mathematics education (e.g., Kieran, 2007; Seng, 2010; Vlassis, 2002a, 2002b; Warren, 2003).”