Symbolic and Nonsymbolic Equivalence Tasks: The Influence of Symbols on Students with Mathematics Difficulty
Learning Disabilities Research and Practice, ISSN: 1540-5826, Vol: 30, Issue: 3, Page: 127-134
2015
- 18Citations
- 41Usage
- 52Captures
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Example: if you select the 1-year option for an article published in 2019 and a metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019. If you select the 3-year option for the same article published in 2019 and the metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019, 2018 and 2017.
Citation Benchmarking is provided by Scopus and SciVal and is different from the metrics context provided by PlumX Metrics.
Metrics Details
- Citations18
- Citation Indexes17
- 17
- CrossRef13
- Policy Citations1
- Policy Citation1
- Usage41
- Abstract Views41
- Captures52
- Readers52
- 52
Article Description
Students often experience difficulty with attaching meaning to mathematics symbols. Many students react to symbols, such as the equal sign, as a command to "do something" or "write an answer" without reflecting upon the proper relational meaning of the equal sign. One method for assessing equal-sign understanding is through nonstandard equations (e.g., 3 + 4 = - + 5) where student answers provide cues about operational or relational interpretation of the equal sign. This study investigated the influence of symbolic and nonsymbolic presentations on a measure of nonstandard equations. A representative sample of 2nd-grade students (n = 413) solved a set of nonstandard equations presented with symbols (i.e., symbolic) and the same set presented with pictures and stories (i.e., nonsymbolic). Students with and without mathematics difficulty demonstrated significantly higher scores on the nonsymbolic version without mathematics symbols. Results have implications for mathematics assessment and instruction.
Bibliographic Details
http://www.scopus.com/inward/record.url?partnerID=HzOxMe3b&scp=84938081191&origin=inward; http://dx.doi.org/10.1111/ldrp.12059; https://journals.sagepub.com/doi/10.1111/ldrp.12059; https://digitalcommons.kennesaw.edu/facpubs/3555; https://digitalcommons.kennesaw.edu/cgi/viewcontent.cgi?article=4562&context=facpubs; http://doi.wiley.com/10.1111/ldrp.12059; https://onlinelibrary.wiley.com/doi/abs/10.1111/ldrp.12059
SAGE Publications
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