연구동향 분석

초등학교 4학년 학생들의 등식 이해 및 해결 전략에 대한 교사의 지식 분석

방정숙 이유진 2022년

논문상세정보
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' 초등학교 4학년 학생들의 등식 이해 및 해결 전략에 대한 교사의 지식 분석' 의 주제별 논문영향력
논문영향력 선정 방법
논문영향력 요약
주제
  • equation
  • equalsign
  • knowledge of student understanding
  • relational understanding
  • teacher knowledge
  • 관계적 이해
  • 교사지식
  • 등식
  • 등호
  • 학생이해지식
동일주제 총논문수 논문피인용 총횟수 주제별 논문영향력의 평균
159 0

0.0%

' 초등학교 4학년 학생들의 등식 이해 및 해결 전략에 대한 교사의 지식 분석' 의 참고문헌

  • 초등학생들은 ‘=’를 어떻게 이해하는가? - 문항유형별 실태조사 -
    김정원 [2016]
  • 초등학교 교사의 등호 개념에 관한 지식분석 사례 연구
    정호정 [2014]
  • 초등학교 3학년 학생들의 대수적 사고에 대한 실태 분석
    방정숙 [2016]
  • 자연수의 혼합계산에 대한 초등학생들과 예비교사들의 오류 분석
    이대현 [2017]
  • 등호 해석의 두 시간적 차원인 읽기·쓰기의 불일치와 그 해소
    임재훈 [2013]
  • Why won't you change your mind? Knowledge of operational patterns hinders learning and performance on equations
  • Thinking mathematically: Integrating arithmetic and algebra in elementary school
  • The role of balance scales in supporting productive thinking about equations among diverse learners
  • The equal sign teachers’ knowledge and students’ misconceptions
  • Teachers’ mathematical knowledge for teaching equality
  • Study of elementary school students’ concept of equal sign through the analysis of their corrent responses to nonstandard structure of equivalent equation problems
    Kang, M. H. [2009]
  • Sources of differences in children’s understandings of mathematical equality : Comparative analysis of teacher guides and student texts in China and the United States
    Li, X. [2008]
  • Professional development focused on children's algebraic reasoning in elementary school
  • Middle school mathematics teachers' knowledge of students'understanding of core algebraic concepts : Equal sign and variable
    Asquith, P. [2007]
  • Measure for measure : What combining diverse measures reveals about children's understanding of the equal sign as an indicator of mathematical equality
  • Knowing and teaching elementary mathematics: Teachers’ understanding of fundamental mathematics in China and the United States
    Ma, L. [1999]
  • Keys to the gate? Equal sign knowledge at second grade predicts fourth-grade algebra competence
  • How to develop mathematics-for-teaching and for understanding : The case of meanings of the equal sign
  • Growth in children’s understanding of generalizing and representing mathematical structure and relationships
    Blanton, M. [2019]
  • From an operational to a relational conception of the equal sign : Third graders’ developing algebraic thinking
    Molina, M. [2008]
  • Features of a pan balance that may support students’ developing understanding of mathematical equivalence
  • Factors associated with children’s understanding of mathematical equivalence: An investigation across six countries.
  • Exploring kindergarten students’ early understandings of the equal sign
    Blanton, M. [2018]
  • Equivalence and relational thinking : Preservice elementary teachers’ awareness of opportunities and misconceptions
  • Equation structure and the meaning of the equal sign : The impact of task selection in eliciting elementary students’ understandings
  • Early algebraization
  • Developing essential understanding of algebraic thinking for teaching mathematics in grades 3-5
    Blanton, M. [2011]
  • Concepts associated with the equality symbol
    Kieran, C. [1981]
  • Can young students understand the mathematical concept of equality? A whole-year arithmetic teaching experiment in second grade
  • Assessing knowledge of mathematical equivalence : A construct-modeling approach
  • Arithmetic practice can be modified to promote understanding of mathematical equivalence
  • An international comparison of grade 6 students'understanding of the equal sign
  • A specific misconception of the equal sign acts as a barrier to children's earning of early algebra
    Byrd, C. E. [2015]
  • A longitudinal examination of middle school students' understanding of the equal sign and equivalent equations