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Lovisa Sumpter & Anna Löwenhielm. (2022) Differences in grade 7 students’ understanding of the equal sign. Mathematical Thinking and Learning 0:0, pages 1-16.
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Jiyoung Lee & JeongSuk Pang. (2021) Students’ opposing conceptions of equations with two equal signs. Mathematical Thinking and Learning 23:3, pages 209-224.
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Gosia Marschall & Paul Andrews. (2015) Polish teachers’ conceptions of and approaches to the teaching of linear equations to grade six students: an exploratory case study. Research in Mathematics Education 17:3, pages 220-238.
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Dor Abrahamson & Kiera Chase. (2015) Interfacing practices: domain theory emerges via collaborative reflection. Reflective Practice 16:3, pages 372-389.
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Articles from other publishers (19)
Camilla Gilmore. (2023) Understanding the complexities of mathematical cognition: A multi-level framework. Quarterly Journal of Experimental Psychology, pages 174702182311753.
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Jiyoung Lee & JeongSuk Pang. (2022) What is so Complicated in Developing Students’ Conception of the Equal Sign?. International Journal of Science and Mathematics Education 21:2, pages 559-580.
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Carolyn Kieran. (2022) The multi-dimensionality of early algebraic thinking: background, overarching dimensions, and new directions. ZDM – Mathematics Education 54:6, pages 1131-1150.
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Catherine Pearn, Max Stephens & Robyn Pierce. (2022) Algebraic reasoning in years 5 and 6: classifying its emergence and progression using reverse fraction tasks. ZDM – Mathematics Education 54:6, pages 1257-1271.
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Andrea Marquardt Donovan, Ana Stephens, Burcu Alapala, Allison Monday, Emily Szkudlarek, Martha W. Alibali & Percival G. Matthews. (2022) Is a substitute the same? Learning from lessons centering different relational conceptions of the equal sign. ZDM – Mathematics Education 54:6, pages 1199-1213.
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Alexandra Tondorf & Susanne Prediger. (2022) Connecting characterizations of equivalence of expressions: design research in Grade 5 by bridging graphical and symbolic representations. Educational Studies in Mathematics 111:3, pages 399-422.
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Yousef WardatAdeeb, Adeeb M. & George Stoica. (2021) Understanding the Meaning of the Equal Sign: A Case Study of Middle School Students in the United Arab Emirates. European Journal of Educational Research 10:3, pages 1505-1514.
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Martin Chvál, Naďa Vondrová & Jarmila Novotná. (2020) Using large-scale data to determine pupils’ strategies and errors in missing value number equations. Educational Studies in Mathematics 106:1, pages 5-24.
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Kathleen Hughes Pfannenstiel & Jennifer “JC” Sanders. 2020. Accessibility and Diversity in Education. Accessibility and Diversity in Education
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Chronoula Voutsina. (2019) Context Variation and Syntax Nuances of the Equal Sign in Elementary School Mathematics. Canadian Journal of Science, Mathematics and Technology Education 19:4, pages 415-429.
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Emine Simsek, Iro Xenidou-Dervou, Ilyas Karadeniz & Ian Jones. (2019) The conception of substitution of the equals sign plays a unique role in students' algebra performance. Journal of Numerical Cognition 5:1, pages 24-37.
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Alexandra N. Kindrat & Helena P. Osana. (2018) The relationship between mental computation and relational thinking in the seventh grade. Fields Mathematics Education Journal 3:1.
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Nathalie Anwandter Cuellar, Geneviève Lessard, Manon Boily & Danielle Mailhot. (2019) L’ÉMERGENCE DE LA PENSÉE ALGÉBRIQUE AU PRÉSCOLAIRE : LES STRATÉGIES DES ÉLÈVES CONCERNANT LA NOTION D’ÉQUIVALENCE MATHÉMATIQUE. McGill Journal of Education 53:1, pages 146-168.
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Kathleen Hughes Pfannenstiel & Jennifer “JC” Sanders. 2017. Handbook of Research on Classroom Diversity and Inclusive Education Practice. Handbook of Research on Classroom Diversity and Inclusive Education Practice
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Caroline E. Byrd, Nicole M. McNeil, Dana L. Chesney & Percival G. Matthews. (2015) A specific misconception of the equal sign acts as a barrier to children's learning of early algebra. Learning and Individual Differences 38, pages 61-67.
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Emily R. Fyfe, Nicole M. McNeil & Stephanie Borjas. (2015) Benefits of “concreteness fading” for children's mathematics understanding. Learning and Instruction 35, pages 104-120.
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Xinrong Yang, Yujia Huo & Yanxiong Yan. (2014) Primary School Students' Understanding of Equation Structure and the Meaning of Equal Sign: A Chinese Sample Study. Research in Mathematical Education 18:4, pages 237-256.
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Noelle M. Crooks & Martha W. Alibali. (2014) Defining and measuring conceptual knowledge in mathematics. Developmental Review 34:4, pages 344-377.
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Nicole M. McNeil. (2014) A Change-Resistance Account of Children's Difficulties Understanding Mathematical Equivalence. Child Development Perspectives 8:1, pages 42-47.
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