Citations (90)
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Jodi L. Davenport, Yvonne S. Kao, Kristen N. Johannes, Caroline Byrd Hornburg & Nicole M. McNeil. (2023) Improving Children’s Understanding of Mathematical Equivalence: An Efficacy Study. Journal of Research on Educational Effectiveness 16:4, pages 615-642.
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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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Maria Blanton, Yenny Otálora, Bárbara M. Brizuela, Angela Murphy Gardiner, Katharine B. Sawrey, Aliska Gibbins & Yangsook Kim. (2018) Exploring Kindergarten Students’ Early Understandings of the Equal Sign. Mathematical Thinking and Learning 20:3, pages 167-201.
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J. Matt Switzer. (2018) U.S. grade 4–6 students’ rational-number substitutions for odd-sum unknown addend tasks. Investigations in Mathematics Learning 10:1, pages 33-53.
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Kesha N. Hudson, Jennifer L. Coffman & Peter A. Ornstein. (2018) Addition in kindergarten: The role of mothers’ and teachers’ language. Journal of Cognition and Development 19:1, pages 65-86.
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Cornelis Vermeulen & Bronwin Meyer. (2017) The Equal Sign: Teachers’ Knowledge and Students’ Misconceptions. African Journal of Research in Mathematics, Science and Technology Education 21:2, pages 136-147.
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Bing Hiong Ngu & Huy Phuong Phan. (2016) Comparing balance and inverse methods on learning conceptual and procedural knowledge in equation solving: a cognitive load perspective. Pedagogies: An International Journal 11:1, pages 63-83.
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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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Sarah R. Powell & Julie Nurnberger-Haag. (2015) Everybody Counts, but Usually Just to 10! A Systematic Analysis of Number Representations in Children’s Books. Early Education and Development 26:3, pages 377-398.
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Bing Hiong Ngu, Siu Fung Chung & Alexander Seeshing Yeung. (2015) Cognitive load in algebra: element interactivity in solving equations. Educational Psychology 35:3, pages 271-293.
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RebeccaP. D. Watchorn, Jeffrey Bisanz, Lisa Fast, Jo-Anne LeFevre, Sheri-Lynn Skwarchuk & BrendaL. Smith-Chant. (2014) Development of Mathematical Knowledge in Young Children: Attentional Skill and the Use of Inversion. Journal of Cognition and Development 15:1, pages 161-180.
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Ian Jones, Matthew Inglis, Camilla Gilmore & Rhys Evans. (2013) Teaching the substitutive conception of the equals sign. Research in Mathematics Education 15:1, pages 34-49.
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Sharada Gade. (2012) Teacher–researcher collaboration in a Grade Four mathematics classroom: restoring equality to students’ usage of the ‘=’ sign. Educational Action Research 20:4, pages 553-570.
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Timo Tossavainen, Iiris Attorps & Pertti Väisänen. (2012) Some South African mathematics Teachers' concept images of the equation concept. African Journal of Research in Mathematics, Science and Technology Education 16:3, pages 376-389.
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NicoleM. McNeil, Bethany Rittle-Johnson, Shanta Hattikudur & LoriA. Petersen. (2010) Continuity in Representation Between Children and Adults: Arithmetic Knowledge Hinders Undergraduates' Algebraic Problem Solving. Journal of Cognition and Development 11:4, pages 437-457.
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Roberto Araya, Patricio Calfucura, Abelino Jiménez, Carlos Aguirre, María Angélica Palavicino, Nancy Lacourly, Jorge Soto-Andrade & Pablo Dartnell. (2010) The effect of analogies on learning to solve algebraic equations. Pedagogies: An International Journal 5:3, pages 216-232.
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Meixia Ding & Xiaobao Li. (2010) A Comparative Analysis of the Distributive Property in U.S. and Chinese Elementary Mathematics Textbooks. Cognition and Instruction 28:2, pages 146-180.
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Xiaobao Li, Meixia Ding, Mary
Margaret Capraro & RobertM. Capraro. (2008) Sources of Differences in Children's Understandings of Mathematical Equality: Comparative Analysis of Teacher Guides and Student Texts in China and the United States. Cognition and Instruction 26:2, pages 195-217.
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Pamela Asquith, AnaC. Stephens, EricJ. Knuth & MarthaW. Alibali. (2007) Middle School Mathematics Teachers' Knowledge of Students' Understanding of Core Algebraic Concepts: Equal Sign and Variable. Mathematical Thinking and Learning 9:3, pages 249-272.
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MarthaW. Alibali, EricJ. Knuth, Shanta Hattikudur, NicoleM. McNeil & AnaC. Stephens. (2007) A Longitudinal Examination of Middle School Students' Understanding of the Equal Sign and Equivalent Equations. Mathematical Thinking and Learning 9:3, pages 221-247.
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Bing Hiong Ngu, Huy P. Phan, Kian Sam Hong & Hasbee Usop. (2023) Is the inverse method more effective than the balance method on learning linear equations? A cross-cultural experimental study between Australia and Malaysia. Asian Journal for Mathematics Education 2:3, pages 325-349.
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Jenny Yun‐Chen Chan, Avery H. Closser, Vy Ngo, Hannah Smith, Allison S. Liu & Erin Ottmar. (2023)
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Anthony V. Robins. (2022) Dual Process Theories: Computing Cognition in Context. ACM Transactions on Computing Education 22:4, pages 1-31.
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Luis Radford. (2022) Introducing equations in early algebra. ZDM – Mathematics Education 54:6, pages 1151-1167.
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Joowon Do. (2022) On the Meaning of the Equal Sign from the Perspective of Early Algebra. Journal of Educational Research in Mathematics 32:3, pages 331-350.
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Limor Raviv, Gary Lupyan & Shawn C. Green. (2022) How variability shapes learning and generalization. Trends in Cognitive Sciences 26:6, pages 462-483.
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Nicole Ralston & Min Li. (2022) Student Conceptions of the Equal Sign. The Elementary School Journal 122:3, pages 411-432.
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Joanne Eaves, Camilla Gilmore & Nina Attridge. (2021) Conceptual knowledge of the associativity principle: A review of the literature and an agenda for future research. Trends in Neuroscience and Education 23, pages 100152.
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C. Shawn Green. (2020) Interventions to Do Real-World Good: Generalization and Persistence. Psychological Science in the Public Interest 21:2, pages 43-49.
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