Equal Sign Conceptual Understanding and Early Algebra Problem Solving

Research output: ThesisMaster's Thesis

Abstract

Students often encounter difficulties when transitioning from arithmetic to algebra, potentially due to an incomplete understanding of mathematical symbols like the equal sign. We assessed students' equal sign conceptual understanding and algebra problem-solving strategies before and after algebra instruction. Participants engaged in a 40-minute session comprising various segments: an Equal Sign Conceptual Understanding Assessment, an Algebra Problem Solving Assessment, an intervention, a post-test Equal Sign Conceptual Understanding Assessment, and a post-test Early Algebra Problem Solving Assessment, followed by a Transfer Algebra Problem Solving Assessment. The intervention consisted of either a lesson on doing the same thing to both sides, a move-and-change strategy, or a control condition involving additional problem practice. Results showed students experienced challenges with both algebra equations and the conceptual understanding of the equal sign. Only 37% of participants correctly solved both algebra pretest problems, and 42% employed invalid strategies. Additionally, 43% of students lacked a firm grasp of the distinction between relations and operations, scoring below 5 points on the Equal Sign Conceptual Understanding Assessment. A significant correlation was found between students' conceptual understanding and problem-solving abilities at the pre-test stage. Students who used more advanced strategies for algebra problems displayed higher levels of conceptual understanding. Further research is needed to establish causal relationships between conceptual understanding and problem-solving, considering factors such as instructional impact and potential bidirectional influences between these skills.
Original languageAmerican English
Supervisors/Advisors
  • Wagner Alibali, Martha, Advisor, External person
StatePublished - 1998
Externally publishedYes

Keywords

  • problem solving
  • conceptual development
  • algebra
  • pedagogy

Disciplines

  • Philosophy of Science
  • Algebra
  • Developmental Psychology

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