A Content Analysis Study on Middle School Curriculum Standards (by grade) of Types of Equal Sign

• Main Authors: Wei-Yin Shang-Guan, 上官瑋茵
• Other Authors: Shuk-kwan S. Leung
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/42006365104314571633

碩士 === 國立中山大學 === 教育研究所 === 98 === This study investigated the distribution and relation of types of equal signs in middle school. The focus is on interpretations of indices from algebra strand (by grade) in curriculum standards. The researcher used a content analysis method and followed the following procedure. She found all interpretations of indices of the equalities and inequalities signs in middle school. Then, she adopted the way of coding in types of equal signs by McNeil (2006). Data were analyzed quantitatively and qualitatively. There are four findings altogether. First, the higher the grade the more equalities and inequalities related interpretation indices in Algebra Strand. Second, there were most number of equalities and inequalities in four McNeil’s types of equal signs in grade 7 than in the other two grades. Third, the amount of equalities and inequalities in different types of equal signs was not in proportion. Fourth, this distribution provided many opportunities for equal signs to be considered as relational symbols, but yielded various restrictions to students’ development of algebraic concepts. The researcher also made recommendations for future researchers and practitioners: administrative officers, textbook editors, and school teachers.