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Does Understanding the Equal Sign Matter? Evidence from Solving Equations
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Does Understanding the Equal Sign Matter? Evidence from Solving Equations (2006)Does Understanding the Equal Sign Matter?…The Learning and Teaching of School Algebra (2006)The Learning and Teaching of …Thinking Mathematically: Integrating Arithmetic & Algebra in Elementary School (2003)Thinking Mathematically: Inte…Handbook of research on mathematics teaching and learning (1992)Handbook of research on mathe…Concepts associated with the equality symbol (1981)Concepts associated with the …National Council of Teachers of Mathematics (1979)National Council of Teachers …Teachers of Mathematics (1948)Teachers of MathematicsConnections Between Teachers’ Knowledge of Students, Instruction, and Achievement Outcomes (2018)Connections Between Teachers’…Feedback both helps and hinders learning: The causal role of prior knowledge. 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References

  • 1979National Council of Teachers of Mathematics8,499 cited
  • 1992Handbook of research on mathematics teaching and learning6,121 cited
  • 1948Teachers of Mathematics646 cited
  • 2006The Learning and Teaching of School Algebra599 cited
  • 1981Concepts associated with the equality symbol560 cited
  • 2003Thinking Mathematically: Integrating Arithmetic & Algebra in Elementary School467 cited

Cited by

  • 2014Developing Conceptual and Procedural Knowledge of Mathematics332 cited
  • 2014The Development of Children's Algebraic Thinking: The Impact of a Comprehensive Early Algebra Intervention in Third Grade249 cited
  • 2012Using example problems to improve student learning in algebra: Differentiating between correct and incorrect examples205 cited
  • 2006Middle-School Students' Understanding of the Equal Sign: The Books They Read Can't Help174 cited
  • 2010Students’ Reasoning With Reversible Multiplicative Relationships162 cited
  • 2010Assessing knowledge of mathematical equivalence: A construct-modeling approach.160 cited
  • 2007A Longitudinal Examination of Middle School Students' Understanding of the Equal Sign and Equivalent Equations148 cited
  • 2007Middle School Mathematics Teachers' Knowledge of Students' Understanding of Core Algebraic Concepts: Equal Sign and Variable

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131 cited
  • 2018Connections Between Teachers’ Knowledge of Students, Instruction, and Achievement Outcomes130 cited
  • 2015Feedback both helps and hinders learning: The causal role of prior knowledge.127 cited
  • 2011Middle School Students’ Understanding of Core Algebraic Concepts: Equivalence & Variable125 cited
  • 2009The Challenge of Formative Assessment in Mathematics Education: Children’s Minds, Teachers’ Minds123 cited
  • 2008Sources of Differences in Children's Understandings of Mathematical Equality: Comparative Analysis of Teacher Guides and Student Texts in China and the United States121 cited
  • 2008In pursuit of knowledge: Comparing self-explanations, concepts, and procedures as pedagogical tools120 cited
  • 2012Measure for Measure: What Combining Diverse Measures Reveals About Children's Understanding of the Equal Sign as an Indicator of Mathematical Equality119 cited
  • 2009How to develop mathematics-for-teaching and for understanding: the case of meanings of the equal sign95 cited