Features of a pan balance that may support students' developing understanding of mathematical equivalence

• Published in: Mathematical thinking and learning Vol. 23; no. 1; pp. 1 - 27
• Main Authors: Bajwa, Neet Priya, Perry, Michelle
• Format: Journal Article
• Language: English
• Published: Philadelphia Routledge 02.01.2021; Taylor & Francis Ltd
• Subjects: balance analogy; Comparative Analysis; Computer Games; Computer Simulation; Concept Formation; Core making; Difficulty Level; Digital computers; digital manipulative; Educational Technology; Elementary Education; Elementary School Students; Elementary Schools; equal sign; Equivalence; Grade 2; Grade 3; Intervention; Learning; Learning Processes; Mathematical analysis; Mathematical Concepts; Mathematical equivalence; Mathematics education; Mathematics Instruction; Mathematics Skills; Mathematics Tests; Pretests Posttests; Problem Solving; Scoring; Screening Tests; Students; Teaching Methods
• ISSN: 1098-6065; 1532-7833
• DOI: 10.1080/10986065.2020.1700587

Elementary school students struggle in interpreting the equal sign as a symbol denoting equivalence. Although many have advocated using a pan-balance scale to help students develop this understanding, less is known about what features associated with this model support learning. To attempt to control and examine these features, the investigators developed a digital, pan-balance computer applet. This allowed for experimentally manipulating three relatively grounded instructional conditions (involving the core principle of making two sides the same; a balancing analogy; or both, along with a dynamic demonstration), compared to a relatively idealized control condition. Results indicated that the relatively more grounded conditions promoted a relational understanding of mathematical equivalence among 148 second- and third-grade students and further suggest that providing dynamic, grounded support may not be as optimal as less-enriched supports to promote students' learning.