PME-NA

Prospective Teachers’ Conceptions of the Equal Sign with Varied Equation Structure

• In Event: Teachers' Concpetion in Algebra and Function

Description

The equal sign plays a critical role in algebra, but is introduced early in students’ mathematics education journey. Research has shown that students hold varied understandings of the meaning of the equal sign. The two most prominent conceptions of the equal sign are relational, conveying balance on either side of the symbol, and operational, conveying the symbol as a signal to do an operation. In this study, prospective teachers were asked to define the equal sign to reveal their conceptions. Different PTs were given different equations to see it their view of the equal sign is dependent on the context. The findings indicate that PTs hold multiple, seemingly contradictory, conceptions simultaneously. The structure of the equation also plays a role in the view of the equal sign. Further research is needed to understand which contexts elicit a relational view, and how we can encourage PT’s to use a relational view in more contexts.

Author

• Elizabeth Gorton, Western Michigan University