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A diagrammatic view of the equals sign: arithmetical equivalence as a means, not an end
It is recommended in the mathematics education literature that pupils be presented with equality statements that can be assessed for numerical balance by attending to notational structure rather than computation. I describe an alternative, diagrammatic approach in which pupils do not assess statemen...
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| Format: | Default Article |
| Published: |
2008
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| Online Access: | https://hdl.handle.net/2134/8588 |
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