Knowledge Change as a Function of Mathematics Experience: All Contexts are Not Created Equal

By Nicole M. McNeil, Martha W. Alibali. 2005

155 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/bf734f9c47f36675040c8fee51416950b160b9f3

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Citations in the corpus

Does Understanding the Equal Sign Matter? Evidence from Solving Equations (2006, background): “Studies of students' understanding and use of equality (and the equal sign) lend support to this contention (e.g., Alibali, 1999; Behr et al., 1980; Falkner et al., 1999; Kieran, 1981; McNeil & Alibali, 2005).”
The Importance of Equal Sign Understanding in the Middle Grades. (2008, background): “Researchers have argued that the operational view of the equal sign is largely a by-product of students' experiences with the symbol in elementary school mathematics (e.g., Baroody and Ginsburg 1983; Carpenter et al. 2003; McNeil and Alibali 2005).”
A Longitudinal Examination of Middle School Students' Understanding of the Equal Sign and Equivalent Equations (2007, methodology): “It also has good concurrent validity; students who have more math experience perform better on the measure than students who have less math experience ( McNeil & Alibali, 2005 ), and students who perform better are more likely to solve algebraic equations correctly, even when controlling for general”
A Is for Apple: Mnemonic Symbols Hinder the Interpretation of Algebraic Expressions (2010, background): “…for students’ understanding of variables (as in the present study) but also for students’ understanding of the equal sign (Baroody & Ginsburg, 1983; McNeil & Alibali, 2005a; McNeil et al., 2006; Seo & Ginsburg, 2003) and for simple algebra problems involving two operations and one unknown…”
Equivalence and relational thinking: preservice elementary teachers’ awareness of opportunities and misconceptions (2006, background): “Mevarech and Yitschak (1983, cited in Kieran, 1992) and McNeil and Alibali (2005) found poor understandings of the equal sign even among college students.”
A Comparative Analysis of the Distributive Property in U.S. and Chinese Elementary Mathematics Textbooks (2010, background): “First, there is little disagreement that curricula have a large impact on learning ( Ball & Cohen 1996 ; Porter, 1989 ) principally through textbook presentation, including problem contexts, types of problems, and sequences of presenting the concepts ( Hamann, & Ashcraft, 1986 ; Li, Ding, Capraro ”
Measure for Measure: what Combining Diverse Measures Reveals About Children's Understanding of the Equal Sign as an Indicator of Mathematical Equality (2012, background): “Similarly, most American elementary school children reject closed equations that do not appear in a standard “a + b = c” format (e.g., they consider equations such as 3 = 3 and 7 + 6 = 6 + 6 + 1 to be false or nonsensical; Baroody & Ginsburg, 1983; Behr et al., 1980; Falkner et al., 1999).”
Assessing Knowledge of Mathematical Equivalence: A Construct-Modeling Approach. (2011, methodology): “Students were also asked to rate definitions of the equal sign (McNeil & Alibali, 2005a; Rittle-Johnson & Alibali, 1999) and to select the best definition of the equal sign; these questions were inspired by methods used in the psychology literature to assess people’s knowledge of concepts (Murphy,…”
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).”