High school geometry students interpretations of the equal symbol [electronic resource] /Show full item record
|Title||High school geometry students interpretations of the equal symbol [electronic resource] /|
|Author||Harrell, Zachary Thomas|
|Description||Title from thesis title page (viewed Apr. 25, 2017).
Thesis--Texas Christian University, 2016.
College of Education; advisor, Sarah Quebec Fuentes.
Includes bibliographical references.
Text (electronic thesis) in PDF.
Algebra is often referred to as a gatekeeper to higher mathematics and college, and a proper understanding of equivalence and the equal symbol is foundational to algebra. Misconceptions with the equal symbol carry over into the middle and high school grades, but there are few studies that look at these misconceptions at the high school level. Therefore, the purpose of this study is to see how high school students define and interpret the equal symbol. The results of the study show that while there are advanced understandings of the equal symbol, inaccurate views of the equal symbol are still present at the high school level. Students must be exposed to the equal symbol used in a variety of scenarios to help bring out advanced understandings of the equal symbol. Fostering a proper, deep understanding of the equal symbol across all grade levels is important as students move from the content strand of numbers and operations to algebra.
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- Theses and Dissertations