Managing Element Interactivity in Equation Solving

Title
Managing Element Interactivity in Equation Solving
Publication Date
2018
Author(s)
Ngu, Bing Hiong
( author )
OrcID: https://orcid.org/0000-0001-9623-2938
Email: bngu@une.edu.au
UNE Id une-id:bngu
Phan, Huy P
( author )
OrcID: https://orcid.org/0000-0002-3066-4647
Email: hphan2@une.edu.au
UNE Id une-id:hphan2
Yeung, Alexander Seeshing
Chung, Siu Fung
Type of document
Journal Article
Language
en
Entity Type
Publication
Publisher
Springer New York LLC
Place of publication
United States of America
DOI
10.1007/s10648-016-9397-8
UNE publication id
une:1959.11/26173
Abstract
Between two popular teaching methods (i.e., balance method vs. inverse method) for equation solving, the main difference occurs at the operational line (e.g., +2 on both sides vs. −2 becomes +2), whereby it alters the state of the equation and yet maintains its equality. Element interactivity occurs on both sides of the equation in the balance method, but only on one side in the case of the inverse method. Thus, the balance method imposes twice as many interacting elements as the inverse method for each operational line. In two experiments, secondary students were randomly assigned to either the balance method or the inverse method to learn how to solve one-step, two-step, and three-or-more-step linear equations. Test results indicated that the interaction between method and type of equation favored the inverse method for equations involving higher element interactivity. Hence, by managing element interactivity, the efficiency of instruction for equation solving can be improved.
Link
Citation
Educational Psychology Review, 30(1), p. 255-272
ISSN
1573-336X
1040-726X
Start page
255
End page
272

Files:

NameSizeformatDescriptionLink