A Longitudinal Examination of Middle School Students' Understanding of the Equal Sign and Equivalent Equations
By Martha W. Alibali, Eric J. Knuth, Shanta Hattikudur, Nicole M. McNeil, Ana C. Stephens. 2007
148 citations recorded by the source corpus.
Subfields: Education, General Agricultural and Biological Sciences
View Paper: https://www.semanticscholar.org/paper/655675cd560bcb3cbd01d0546a52a9021b856064
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In Education
- Bethany Rittle-Johnson
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- Percival G. Matthews
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- Emily R. Fyfe
- Michael Schneider
Citations in the corpus
- Measure for Measure: what Combining Diverse Measures Reveals About Children's Understanding of the Equal Sign as an Indicator of Mathematical Equality (2012, background): “…that preserve equality (e.g., if we know that 76 + 45 = 121, can we tell without adding whether or not 76 + 45 – 9 = 121 – 9?, inspired by Alibali et al., 2007; Carpenter et al., 2003; Steinberg et al., 1991) and items with equations involving letter variables (e.g., n + n + 2 = 17,…”
- Assessing Knowledge of Mathematical Equivalence: A Construct-Modeling Approach. (2011, background): “; Alibali et al., 2007; Steinberg et al., 1990).”