Published 2007
“…Behr et al., 1976; Carpenter and Levi, 2000;
Knuth et al. 2006). Even those children who do accept a wider variety of syntaxes, such as and , adhere to a computational view involving getting answers to both sides of the equals sign and checking they are the same (Jones, 2006). a + b = b + a
c = a + b I report here on the trialling of a Logo-based task (see screenshot below) designed to foster meaningful engagement with the structural properties of arithmetical equality statements. …”
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Conference proceeding