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Early Childhood Corner: Children's Understanding of Equality: A Foundation for Algebra
1 references·16 citing·34 second hop
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this work references cited by second hop

References

  • 1981Concepts associated with the equality symbol560 cited

Cited by

  • 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
  • 2005Algebra in elementary school: Developing relational thinking140 cited
  • 2007Middle School Mathematics Teachers' Knowledge of Students' Understanding of Core Algebraic Concepts: Equal Sign and Variable131 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
  • 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
  • 2012Measure for Measure: What Combining Diverse Measures Reveals About Children's Understanding of the Equal Sign as an Indicator of Mathematical Equality119 cited
  • 2013Prerequisite algebra skills and associated misconceptions of middle grade students: A review113 cited
  • 2003The role of arithmetic structure in the transition from arithmetic to algebra112 cited
  • 2017Better together: Simultaneous presentation of speech and gesture in math instruction supports generalization and retention109 cited
  • 2007Teacher Interventions in Cooperative-Learning Mathematics Classes

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107 cited
  • 2008Transforming Identities: Understanding Teachers across Professional Development and Classroom Practice95 cited
  • 2012Equations and the Equal Sign in Elementary Mathematics Textbooks88 cited
  • 2011The Algebraic Nature of Fractions: Developing Relational Thinking in Elementary School85 cited
  • 2006Equivalence and relational thinking: preservice elementary teachers’ awareness of opportunities and misconceptions81 cited