Testing Approaches to Improve Second-Grade Students' Understanding of Mathematical Equivalence

• In Event: Poster Session 1
  In Poster Session: Research in Mathematics Teaching and Learning

Abstract

Many students struggle with the core concept of mathematical equivalence. Our paper describes a study comparing two interventions designed to help second grade students develop a robust understanding of equivalence. Both conditions provided students with non-traditional arithmetic practice including various problem formats, different symbols to represent equivalence, and practice sets grouped by equivalent values or sums. The treatment intervention replaced portions of non-traditional arithmetic practice with additional activity types; i.e., lessons that first introduce the equal sign outside of arithmetic contexts, concreteness fading exercises, and prompts to compare and explain problem formats and solution strategies. Applying a variety of research-based design principles to arithmetic practice improves student understanding of mathematical equivalence enough to support transfer to novel problem types.

Authors

• Jodi Davenport, WestEd

• Kristen Johannes, WestEd

• Yvonne Kao, WestEd

• Caroline Byrd Hornburg, Purdue University

• Nicole M. McNeil, University of Notre Dame