Sources of Differences in Children's Understandings of Mathematical Equality: Comparative Analysis of Teacher Guides and Student Texts in China and the United States

By Xiaobao Li, Meixia Ding, Mary Margaret Capraro, Robert M. Capraro. 2008

141 citations recorded by the source corpus.

Subfields: Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/a7b3e22841db76137d5f6d00763f2b388249b91b

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Citations in the corpus

Continuity in Representation Between Children and Adults: Arithmetic Knowledge Hinders Undergraduates' Algebraic Problem Solving (2010, background): “, 2009; Watchorn, Lai, & Bisanz, 2009) and analysis of elementary-school textbooks and teachers’ manuals from China suggests that a relational view of equations is well supported (Li et al., 2008), so children in these countries may never develop an operational view of equations.”
A Change–Resistance Account of Children's Difficulties Understanding Mathematical Equivalence (2014, background): “Although such factors may play a role in children’s difficulties with math equivalence, children’s early experiences with arithmetic also play a part (Baroody & Ginsburg, 1983; Cobb, 1987; Li et al., 2008; McNeil & Alibali, 2005b; Seo & Ginsburg, 2003).”
A Comparative Analysis of the Distributive Property in U.S. and Chinese Elementary Mathematics Textbooks (2010, background): “Given that Chinese teachers are required to study textbooks and teacher guides intensively ( Li et al, 2008 ; Ma, 1999 ), it is reasonable to hypothesize that the Chinese approaches to the DP contribute considerably to teachers’ sound understanding of this property ( Howe, 1999 ; Ma, 1999 ), which”
Conceptual Limitations in Curricular Presentations of Area Measurement: One Nation’s Challenges (2016, background): “As other have argued (Li et al., 2008), these curricular presentations could be compared to national profiles of student performance in those countries to assess the evidence that curricular content aligns with those profiles (or not).”
Transition from concrete to abstract representations: the distributive property in a Chinese textbook series (2014, background): “In fact, textbook studies that involve Chinese curriculum have brought many insights to the field (e.g., Ding & Li, 2010; Li et al., 2008; Sun, 2011), which might otherwise be impossible if one limited one’s gaze to only one’s own nation.”
Assessing Knowledge of Mathematical Equivalence: A Construct-Modeling Approach. (2011, background): “…most elementary-school children indicated that only equations with an operations-equals-answer structure are true (Baroody & Ginsburg, 1983; Behr et al., 1980; Falkner et al., 1999; Freiman & Lee, 2004; Li et al., 2008; Molina & Ambrose, 2006; Rittle-Johnson & Alibali, 1999; Seo & Ginsburg, 2003).”
Measure for Measure: what Combining Diverse Measures Reveals About Children's Understanding of the Equal Sign as an Indicator of Mathematical Equality (2012, background): “Children exposed to multiple equation formats from early on infrequently develop an operational view of the equal sign, demonstrating more facility with the concept of equality earlier (Li et al., 2008).”