Understanding How Students Improve Through Targeted Training in Mathematical Equivalence

• In Event: AERA Poster Session 4
  In Poster Session: Mathematics Education Research Poster Session 1

Abstract

Students struggle with early mathematical equivalence, with consequences for later algebra. We compare two second-grade equivalence interventions and examine whether the interventions show differential learning benefits for different students. We assessed students’ accuracy in solving a set of equations, and encoding the structure of equations before they began treatment or control activities: students who responded with low accuracy on pre-intervention solving items, but high accuracy on encoding items demonstrated additional post-intervention learning gains in the treatment condition, but this learning boost was not present for other response patterns. We suggest that students with this “low-high” pattern are in the best position to build strong conceptual links between the relational structure of equivalence problems and ways to make equivalence relations true.

Authors

• Kristen Johannes, WestEd

• Yvonne Kao, WestEd

• Nicole M. McNeil, University of Notre Dame

• Jodi Davenport, WestEd