ABSTRACT

Despite many studies on students’ understanding of the equal sign, little attention has been paid to whole-class discourse on their conceptions of equations with two equal signs. This study analyzed the classroom discourse of 30 fourth graders in Korea who participated in a 5-week classroom teaching experiment. A series of discussions on specific equations with two equal signs showed that the students had subtle but significantly different conceptions of the equal sign, even though they often shared the common approach of saying “is the same as” when referring to the equal sign – these findings differ from previous studies. Classroom discourse exposed the simultaneous coexistence of various conceptions in a single student’s mind, including both operational and relational conceptions of the equal sign. The study’s findings argue for and demonstrate the value of learning opportunities to explore equations with two equal signs in a systematic and explicit way.

摘要

尽管有很多关于学生对等号理解的研究，但很少关注全班讨论他们的两个等号方程的概念。本研究分析了参加为期 5 周的课堂教学实验的 30 名韩国四年级学生的课堂话语。一系列关于具有两个等号的特定方程的讨论表明，学生们对等号的概念虽然微妙但有显着差异，尽管他们在提到等号时通常都说“是相同的”——这些研究结果与以往的研究不同。课堂话语揭示了单个学生头脑中各种概念的同时共存，包括等号的操作概念和关系概念。