In recent decades, researchers have documented that many students have narrow conception of the equal sign, which is viewing it as a one-directional ‘show result’ symbol. In this presentation I will showcase how an equal sign is introduced in Chinese schools to develop students’ relational understanding of it. Four features of the Chinese approach will be discussed: a) introducing the equal sign before the traditional arithmetic operations; b) an instructional sequence that starts from students 'existing mental image; c) the highlight of the way of drawing an equal sign; and d) the emphasis of ‘two-sides’ sense. I will also discuss how this approach could be accommodated into the Australian Curriculum, to give junior-primary teachers a suggestion of how to introduce the equal sign in their everyday classroom practice.
|Session Code||Session Date||Session Start||Session Finish||Session Location||Places Remaining|
|J-17||06/12/2019||03:40 pm||04:40 pm||La Trobe University, Bundoora||
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