| John Paul Cook , Paul Christian Dawkins , Zackery Reed - Vol. 41 Num. 3 (2021) | ||
| Explicating interpretations of equivalence in measurement contexts | 36-41 | |
| ABSTRACT: In this paper we analyze common solutions that students often produce to isomorphic tasks involving proportional situations. We highlight some key distinctions across the tasks and between the different equations students write within each task to help elaborate the different interpretations of equivalence at play: numerical, transformational, and descriptive. We use this opportunity to further explore the value of operationalizing these interpretations in both research and instruction. | ||