Files in this item

FilesDescriptionFormat

application/pdf

application/pdfBAJWA-DISSERTATION-2016.pdf (20MB)Restricted to U of Illinois
(no description provided)PDF

Description

Title:Developing a relational meaning of the equal sign: effects of using a balance analogy in a game-based virtual environment
Author(s):Bajwa, Neet Priya
Director of Research:Perry, Michelle
Doctoral Committee Chair(s):Lubienski, Sarah
Doctoral Committee Member(s):Lindgren, Robb; Hoffman, Daniel
Department / Program:Curriculum and Instruction
Discipline:Curriculum and Instruction
Degree Granting Institution:University of Illinois at Urbana-Champaign
Degree:Ph.D.
Genre:Dissertation
Subject(s):Equal sign
Equivalence
Virtual Balance Scale
Relational meaning
Elementary mathematics
Abstract:Understanding the equal sign relationally is important for success in arithmetic and algebra. Yet, many elementary school children continue to perceive it operationally, as a symbol that indicates computation. Mathematics educators have long suggested the use of the balance scale as an appropriate context for developing the relational meaning of the equal sign. However, studies that directly evaluate the pedagogical effectiveness of the balance scale remain limited. This experimental study, with 148 second- and third-grade students, examined the effects of using a virtual balance scale in promoting a relational meaning of the equal sign. Findings indicate that although the virtual manipulative may be helpful in supporting a relational meaning of the equal sign, there are other features associated with the manipulative that have advantages over the use of the dynamic virtual balance scale in promoting students’ learning of mathematical equivalence. Results suggest that seemingly intuitive manipulatives that are perceptually rich may not promote optimal learning.
Issue Date:2016-04-21
Type:Thesis
URI:http://hdl.handle.net/2142/90773
Rights Information:Copyright 2016 Neet Priya Bajwa
Date Available in IDEALS:2016-07-07
Date Deposited:2016-05


This item appears in the following Collection(s)

Item Statistics