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Dec 16, 2024Article Details
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Main Article Content
Students’ Understanding of the Equal Sign when Solving Arithmetic Tasks
Forster D. Ntow
George Adom
Solomon Essel
Samuel Kenney
Abstract
Although the equal sign is considered an important symbol because it represents a fundamental concept in the structure of any algebraic equation, studies have indicated that many students do not possess a sufficient understanding of the three different meanings of this symbol. This study aimed to investigate Grades 6 to 8 basic school students’ achievement, and their interpretation of the equal sign, when solving arithmetic tasks. The study adopted a descriptive cross-sectional survey design. A purposive sampling technique was used in selecting a sample of 311 students, comprising 92 sixth, 107 seventh, and 112 eighth graders. Data were collected using an achievement test and a semi-structured interview guide. The achievement test results were analysed and reported using descriptive statistics and a bar graph. The interview data on the other hand were analysed as themes and reported in the form of narratives and excerpts of students’ work. The results revealed that students in the study exhibited a dominant understanding of the equal sign as an operation. Also, their achievement depended on the type of task and the operation to be performed. These findings suggest that a broader understanding of the equal sign should be taught to ensure a smoother transition to their learning of algebra-related concepts such as linear equations in the future.
