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Outgoing claims: the papers this work cites, builds on, or argues with.
inferredcites →https://doi.org/10.2307/748959openalex-snapshot
Preschool Children's Knowledge of Addition and Subtraction
inferredcites →https://doi.org/10.5951/mt.73.8.0572openalex-snapshot
Constructing Meaning for The Concept of Equation
What points at this work
Incoming claims: where this work appears in other papers’ reference lists and arguments.
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U-shaped development in math: 7-year-olds outperform 9-year-olds on equivalence problems.
inferred← citeshttps://doi.org/10.1037/a0013156openalex-snapshot
Equivalence in symbolic and nonsymbolic contexts: Benefits of solving problems with manipulatives.
inferred← citeshttps://doi.org/10.1037/a0018447openalex-snapshot
Contribution of equal-sign instruction beyond word-problem tutoring for third-grade students with mathematics difficulty.
inferred← citeshttps://doi.org/10.1037/a0021334openalex-snapshot
Assessing knowledge of mathematical equivalence: A construct-modeling approach.
inferred← citeshttps://doi.org/10.1037/a0028389openalex-snapshot
The effects of feedback during exploratory mathematics problem solving: Prior knowledge matters.
inferred← citeshttps://doi.org/10.1037/a0028997openalex-snapshot
It pays to be organized: Organizing arithmetic practice around equivalent values facilitates understanding of math equivalence.
inferred← citeshttps://doi.org/10.1037/a0037687openalex-snapshot
Arithmetic practice can be modified to promote understanding of mathematical equivalence.
inferred← citeshttps://doi.org/10.1037/edu0000053openalex-snapshot
Feedback both helps and hinders learning: The causal role of prior knowledge.
inferred← citeshttps://doi.org/10.1037/edu0000208openalex-snapshot
Assessing formal knowledge of math equivalence among algebra and pre-algebra students.
inferred← citeshttps://doi.org/10.1037/edu0000337openalex-snapshot
Improving children’s understanding of mathematical equivalence via an intervention that goes beyond nontraditional arithmetic practice.
inferred← citeshttps://doi.org/10.1037/edu0000747openalex-snapshot
Factors associated with children’s understanding of mathematical equivalence: An investigation across six countries.
inferred← citeshttps://doi.org/10.1063/1.4941165openalex-snapshot
Learning algebra on screen and on paper: The effect of using a digital tool on students’ understanding
inferred← citeshttps://doi.org/10.1080/00029890.1991.11995769openalex-snapshot
An Overview of the Calculus Curriculum Reform Effort: Issues for Learning, Teaching, and Curriculum Development
inferred← citeshttps://doi.org/10.1080/0020739x.2017.1293856openalex-snapshot
Will learning to solve one-step equations pose a challenge to 8th grade students?
inferred← citeshttps://doi.org/10.1080/00313831.2025.2516437openalex-snapshot
Learning from errors: co-clustering students’ answer types in a digital learning environment to verify task design on linear equations
inferred← citeshttps://doi.org/10.1080/02619760802208429openalex-snapshot
Prospective teachers' initial conceptions about pupils' understanding of science and mathematics
inferred← citeshttps://doi.org/10.1080/03057267.2017.1248627openalex-snapshot
Representational competence: towards a distributed and embodied cognition account
inferred← citeshttps://doi.org/10.1080/03640210701863933openalex-snapshot
Trade‐Offs Between Grounded and Abstract Representations: Evidence From Algebra Problem Solving
inferred← citeshttps://doi.org/10.1080/07370000801980845openalex-snapshot
Sources of Differences in Children's Understandings of Mathematical Equality: Comparative Analysis of Teacher Guides and Student Texts in China and the United States
inferred← citeshttps://doi.org/10.1080/08957347.2021.1890744openalex-snapshot
Examining Three Learning Progressions in Middle-school Mathematics for Formative Assessment
inferred← citeshttps://doi.org/10.1080/09650792.2012.727644openalex-snapshot
Teacher–researcher collaboration in a Grade Four mathematics classroom: restoring equality to students’ usage of the ‘=’ sign
inferred← citeshttps://doi.org/10.1080/10288457.2006.10740593openalex-snapshot
Revisiting the equal sign: Some Grade 8 and 9 learners' interpretations
inferred← citeshttps://doi.org/10.1080/10288457.2012.10740752openalex-snapshot
Some South African mathematics Teachers' concept images of the equation concept
inferred← citeshttps://doi.org/10.1080/10288457.2014.930980openalex-snapshot
‘We won't know it since we don't teach it’: Interactions between Teachers' Knowledge and Practice
inferred← citeshttps://doi.org/10.1080/10508400903191912openalex-snapshot
Meta-Representation in an Algebra I Classroom
inferred← citeshttps://doi.org/10.1080/10511970.2019.1608486openalex-snapshot
Directionality of the Equals Sign: A Case Study Using Logarithmic Properties
inferred← citeshttps://doi.org/10.1080/10824669.2014.986674openalex-snapshot
Design-Based Research Within the Constraints of Practice: AlgebraByExample
inferred← citeshttps://doi.org/10.1080/10986060701360902openalex-snapshot
A Longitudinal Examination of Middle School Students' Understanding of the Equal Sign and Equivalent Equations
inferred← citeshttps://doi.org/10.1080/10986060701360910openalex-snapshot
Middle School Mathematics Teachers' Knowledge of Students' Understanding of Core Algebraic Concepts: Equal Sign and Variable
inferred← citeshttps://doi.org/10.1080/10986060701818644openalex-snapshot
Mother and Child Emotions during Mathematics Homework
inferred← citeshttps://doi.org/10.1080/10986065.2012.657956openalex-snapshot
Integrating Algebra and Proof in High School: Students' Work with Multiple Variables and a Single Parameter in a Proof Context
inferred← citeshttps://doi.org/10.1080/10986065.2018.1474534openalex-snapshot
Exploring Kindergarten Students’ Early Understandings of the Equal Sign
inferred← citeshttps://doi.org/10.1080/10986065.2020.1700587openalex-snapshot
Features of a pan balance that may support students’ developing understanding of mathematical equivalence
inferred← citeshttps://doi.org/10.1080/10986065.2020.1740857openalex-snapshot
Curricular approaches to algebra in Estonia, Finland and Sweden – a comparative study
inferred← citeshttps://doi.org/10.1080/10986065.2020.1777364openalex-snapshot
Students’ opposing conceptions of equations with two equal signs
inferred← citeshttps://doi.org/10.1080/10986065.2020.1779012openalex-snapshot
Exploring the intersection of algebraic and computational thinking
inferred← citeshttps://doi.org/10.1080/10986065.2020.1793055openalex-snapshot
The role of balance scales in supporting productive thinking about equations among diverse learners
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