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Creators/Authors contains: "Haider, Q. M."

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  1. (, Proceedings of the forty-first annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education)
    Plenty of literature has highlighted elementary students’ misinterpretation and difficulty in dealing with an equal sign at different grade levels (e.g., Jones, Inglis, Gilmore & Evans, 2013; Sherman & Bisanz, 2009; Stephens et al., 2013). Studies have suggested various tools to develop a relational understanding of equality (e.g., Ellis & Yeh, 2008; Jones & Pratt, 2006). Leavy, Hourigan, and McMahon (2013) reported evidence of a relational understanding of the equal sign, rather than an operational understanding, in elementary students’ work when using a physical balance. In this study, we investigate how often elementary students use their relational understanding of equality using a balance to write a balanced equation of the given situation. 
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