The Effects of Exposure to Problems in Symbolic Contexts: The Case of the Equal Sign

• In Event: Research on Algebra, Teaching, Thinking, and Learning

Abstract

The present study tested the effects of exposure to two different types of non-canonical equations (e.g., a + b = c + __) on second- and third-grade students’ ability to solve familiar and novel open-number sentences. Fifty second- and third-grade students were randomly assigned to three exposure conditions in which they practiced solving open-number sentences in one of three formats: (a) Canonical (a + b = __); (b) Part-whole (a + b = c + __); and (c) Identity (a + b = a + __). Results revealed improved performance on non-canonical problems, which was moderated by problem type. The intervention itself had no effect, but the data suggest that improvement can be attributed to the assessment instrument itself.

Authors

• Helena P. Osana, Concordia University

• Eva Sokol, Concordia University