Article,
An investigation of young children's academic arithmetic contexts
Educational Studies in Mathematics, 18 (2): 109--124 (May 1987)
Abstract
Research findings concerning students' interpretations of the equals sign appear to conflict with three recently developed models of early number development. It was hypothesized that the two groups of researchers investigated students' arithmetical understandings in situations that are, for most children, different contexts. Analysis of video-taped interviews conducted with 34 ending first grade children, drawn from five classrooms, supported this hypothesis. Interviews were conducted with the five classroom teachers and it was possible to relate the students' interpretations of the equals sign to social interaction patterns that typified classroom life during arithmetic instruction.
