Abstract
Research findings concerning students' interpretations of the equals sign appear to conflict with three recently developed models of early number development. It was hypothesized that the two groups of researchers investigated students' arithmetical understandings in situations that are, for most children, different contexts. Analysis of video-taped interviews conducted with 34 ending first grade children, drawn from five classrooms, supported this hypothesis. Interviews were conducted with the five classroom teachers and it was possible to relate the students' interpretations of the equals sign to social interaction patterns that typified classroom life during arithmetic instruction.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
