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Exploring Kindergarten Students' Early Understandings of the Equal Sign

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  • Source:
    Mathematical Thinking and Learning: An International Journal, v20 n3 p167-201 2018. 35 pp.
  • Accession Number:
    http://dx.doi.org/10.1080/10986065.2018.1474534
  • Language:
    English
  • Publication Type:
    Journal Articles; Reports - Research; Tests/Questionnaires
  • Additional Information
    • Author(s):
    • Availability:
      Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
    • Peer Reviewed:
      Y
    • ISSN:
      1098-6065
    • Subject Terms:
    • Abstract:
      This study explores kindergarten students' early notions of mathematical equivalence in the United States. In particular, it uses qualitative methods to examine the understandings children hold about the equal sign prior to formal instruction and how these understandings shift throughout an 8-week classroom teaching experiment designed to develop relational thinking about this symbol. Findings suggest that, even prior to formal instruction, young children hold an operational view of the equal sign that can persist throughout instruction. This early and persistent operational perspective underscores the critical need to design mathematical experiences in kindergarten, and even preschool, that will orient students towards a relational understanding of the equal sign upon its introduction in first grade.
    • Abstract:
      As Provided
    • Number of References:
      41
    • Sponsoring Agency:
      National Science Foundation (NSF)
    • Contract Number:
      DRL1415509
    • Physical Description:
      35
    • Education Level:
      Kindergarten
    • Journal Code:
      JAN2020
    • Publication Date:
      2018
    • Accession Number:
      EJ1184433
  • Citations
    • ABNT:
      BLANTON, M. et al. Exploring Kindergarten Students’ Early Understandings of the Equal Sign. Mathematical Thinking and Learning: An International Journal, [s. l.], v. 20, n. 3, p. 167–201, 2018. Disponível em: http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1184433&custid=s8280428. Acesso em: 4 ago. 2020.
    • AMA:
      Blanton M, Otálora Y, Brizuela BM, et al. Exploring Kindergarten Students’ Early Understandings of the Equal Sign. Mathematical Thinking and Learning: An International Journal. 2018;20(3):167-201. http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1184433&custid=s8280428. Accessed August 4, 2020.
    • AMA11:
      Blanton M, Otálora Y, Brizuela BM, et al. Exploring Kindergarten Students’ Early Understandings of the Equal Sign. Mathematical Thinking and Learning: An International Journal. 2018;20(3):167-201. Accessed August 4, 2020. http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1184433&custid=s8280428
    • APA:
      Blanton, M., Otálora, Y., Brizuela, B. M., Gardiner, A. M., Sawrey, K. B., Gibbins, A., & Kim, Y. (2018). Exploring Kindergarten Students’ Early Understandings of the Equal Sign. Mathematical Thinking and Learning: An International Journal, 20(3), 167–201.
    • Chicago/Turabian: Author-Date:
      Blanton, Maria, Yenny Otálora, Bárbara M. Brizuela, Angela Murphy Gardiner, Katharine B. Sawrey, Aliska Gibbins, and Yangsook Kim. 2018. “Exploring Kindergarten Students’ Early Understandings of the Equal Sign.” Mathematical Thinking and Learning: An International Journal 20 (3): 167–201. http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1184433&custid=s8280428.
    • Harvard:
      Blanton, M. et al. (2018) ‘Exploring Kindergarten Students’ Early Understandings of the Equal Sign’, Mathematical Thinking and Learning: An International Journal, 20(3), pp. 167–201. Available at: http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1184433&custid=s8280428 (Accessed: 4 August 2020).
    • Harvard: Australian:
      Blanton, M, Otálora, Y, Brizuela, BM, Gardiner, AM, Sawrey, KB, Gibbins, A & Kim, Y 2018, ‘Exploring Kindergarten Students’ Early Understandings of the Equal Sign’, Mathematical Thinking and Learning: An International Journal, vol. 20, no. 3, pp. 167–201, viewed 4 August 2020, .
    • MLA:
      Blanton, Maria, et al. “Exploring Kindergarten Students’ Early Understandings of the Equal Sign.” Mathematical Thinking and Learning: An International Journal, vol. 20, no. 3, Jan. 2018, pp. 167–201. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1184433&custid=s8280428.
    • Chicago/Turabian: Humanities:
      Blanton, Maria, Yenny Otálora, Bárbara M. Brizuela, Angela Murphy Gardiner, Katharine B. Sawrey, Aliska Gibbins, and Yangsook Kim. “Exploring Kindergarten Students’ Early Understandings of the Equal Sign.” Mathematical Thinking and Learning: An International Journal 20, no. 3 (January 1, 2018): 167–201. http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1184433&custid=s8280428.
    • Vancouver/ICMJE:
      Blanton M, Otálora Y, Brizuela BM, Gardiner AM, Sawrey KB, Gibbins A, et al. Exploring Kindergarten Students’ Early Understandings of the Equal Sign. Mathematical Thinking and Learning: An International Journal [Internet]. 2018 Jan 1 [cited 2020 Aug 4];20(3):167–201. Available from: http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1184433&custid=s8280428