A connection between equal-sign understanding and word-problem solving may exist because students often spontaneously or are taught to generate and solve a number sentence to represent information in problem narratives (e.g., Carpenter, Moser, & Bebout, 1988 Fuchs, Seethaler et al., 2008).
This misinterpretation may lead to difficulty in solving word problems and equations ( Lindvall & Ibarra, 1980 McNeil & Alibali, 2005). When compared at posttest to 3 rd-grade students without MD on equal sign tasks and open equations, only combined tutoring students with MD performed comparably.Įlementary school students often understand the equal sign (=) as an operational symbol when it should be viewed as a relational symbol ( Ginsburg, 1977). On certain forms of word problems, combined tutoring but not word-problem tutoring alone produced better improvement than control. Combined tutoring produced better improvement on equal sign tasks and open equations compared to the other 2 conditions.
GREATER THAN LESS THAN EQUAL TO WORD PROBLEMS PLUS
Third-grade students with MD ( n = 80) were assigned to word-problem tutoring, word-problem tutoring plus equal-sign instruction (combined) tutoring, or no-tutoring control. The present study assessed the efficacy of equal-sign instruction within word-problem tutoring. Research indicates equal-sign instruction can alter how typically-developing students use the equal sign, but no study has examined effects for students with mathematics difficulty (MD) or how equal-sign instruction contributes to word-problem skill for students with or without MD. Such misunderstanding is problematic because solving equations with missing numbers may be important for higher-order mathematics skills including word problems. Elementary school students often misinterpret the equal sign (=) as an operational rather than a relational symbol.
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