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1. Student Definitions of Equivalence: Structural vs. Operational Conceptions, and Extracted vs. Stipulated Definition Construction.

   Wladis, C.; Sencindiver, B.; Offenholley, K.; Jaffe, E.; & Taton, J. (January 2022, Proceedings for the 12th Congress of the European Society for Research in Mathematics Education (CERME12))

   Cho, Sung Je (Ed.)

   In this study, we describe a model of student thinking around equivalence (conceptualized as any type of equivalence relation), presenting vignettes from student conceptions from various college courses ranging from developmental to linear algebra. In this model, we conceptualize student definitions along a continuous plane with two-dimensions: the extent to which definitions are extracted vs. stipulated; and the extent to which conceptions of equivalence are operational or structural. We present examples to illustrate how this model may help us to recognize ill-defined or operational thinking on the part of students even when they appear to be able to provide “standard” definitions of equivalence, as well as to highlight cases in which students are providing mathematically valid, if non-standard, definitions of equivalence. We hope that this framework will serve as a useful tool for analyzing student work and exploring instructional and curricular handling of equivalence. 

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2. Modeling Student Definitions of Equivalence: Operational vs. Structural Views and Extracted vs. Stipulated Definitions.

   Wladis, C.; Sencindiver, B.; Offenholley, K.; E., & Taton (February 2022, Proceedings for the 24th Annual Conference on Research in Undergraduate Mathematics Education)

   Karunakaran, S. S.; & Higgins, A. (Ed.)

   This paper describes a model of student thinking around equivalence (conceptualized as any type of equivalence relation), presenting vignettes from student conceptions from various college courses ranging from developmental to linear algebra, and courses in between (e.g., calculus). In this model, we conceptualize student definitions along a continuous plane with two dimensions: the extent to which definitions are extracted vs. stipulated; and the extent to which conceptions of equivalence are operational or structural. We present examples to illustrate how this model may help us to recognize ill-defined or limited thinking on the part of students even when they appear to be able to provide “standard” definitions of equivalence, as well as to highlight cases in which students are providing mathematically valid, if non-standard, definitions of equivalence. We hope that this framework will serve as a useful tool for analyzing student work, as well as exploring instructional and curricular handling of equivalence. 

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3. A Model of How Student Definitions of Substitution and Equivalence May Relate to Their Conceptualizations of Algebraic Transformation.

   Wladis, C.; Sencindiver, B.; Offenholley, K.; Jaffe, E.; & Taton, J. (January 2022, Proceedings for the 12th Congress of the European Society for Research in Mathematics Education (CERME12))

   Cho, Sung Je (Ed.)

   This empirical paper explores students’ conceptions of transformation as substitution equivalence by linking it to their definitions of substitution and equivalence. This work draws on Sfard’s (1995) framework to conceptualize conceptions of substitution equivalence and its components, equivalence and substitution, each on a spectrum from computational to structural. We provide examples of student work to illustrate how students’ understandings of substitution, equivalence, and substitution equivalence as an approach to justifying transformation may relate to one another. 

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4. A model of students’ conceptions of equivalence.

   Wladis, C.; Offenholley, K.; Sencindiver, B. (July 2021, Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education)

   Inprasitha, Maitree; Changsri, Narumon; Boonsena, Nisakorn (Ed.)

   In mathematics education, much research has focused on studying how students think about the equals sign, but equality is just one example of the larger concept of equivalence, which occurs extensively throughout the K-16 mathematics curriculum. Yet research on how students think about broader notions of equivalence is limited. We present a model of students’ thinking that is informed by Sfard’s theories of the Genesis of Mathematical Objects, in which she distinguishes between operational versus structural thinking (e.g., 1995), which we conceptualize as a continuum rather than a binary categorization. Sfard also describes a pseudostructural conception, in which the objects that a student conceptualizes are not the reification of a process. We combine Sfard’s theory with a categorization of the source of students’ definitions, where stipulated definitions are given a priori and can be explicitly consulted when determining whether something fits the definitions, while extracted definitions are constructed from repeated observation of usage (Edwards & Ward, 2004). We combine these theories with inductive coding of data (open-ended questions, multiple-choice questions, and cognitive interviews) collected from thousands of students enrolled in a range of mathematics classes in college in the US, to generate categories of students’ thinking around equivalence. We see this model as a tool for analysing students’ work to better understand how students conceptualize equivalence. With this model we hope to begin a conversation about how students tend to conceptualize equivalence at various levels, as well as the ways in which equivalence is or is not explicitly addressed currently in curricula and instruction, and what consequences this might have for students’ conceptions of equivalence. 

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5. Conceptualizing Mathematical Transformation as Substitution Equivalence: The Critical Role of Student Definitions.

   Wladis, C.; Sencindiver, B.; Offenholley, K.; Jaffe, E.; Taton, J. (January 2022, Proceedings for the 24th Annual Conference on Research in Undergraduate Mathematics Education)

   Karunakaran, S. S.; Higgins, A. (Ed.)

   This theoretical paper explores student conceptions of transformation as substitution equivalence by linking it to their definitions of substitution and equivalence. This work draws on the work of Sfard (1995) to conceptualize substitution equivalence and its components, equivalence and substitution, as a spectrum from computational to structural. We provide examples of students’ work to illustrate how student notions of substitution, equivalence, and substitution equivalence as an approach to justifying transformation may related to one another. 

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