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dc.contributor.creatorLeavy, Aisling
dc.contributor.creatorHourigan, Mairead
dc.contributor.creatorMcMahon, Aine
dc.date.accessioned2019-04-09T09:18:01Z
dc.date.available2019-04-09T09:18:01Z
dc.date.issued2011
dc.identifier.citationLeavy, A., Hourigan, M., McMahon, A. ‘Getting the Balance Right: The Equals sign.’ InTouch 123:46-47.en_US
dc.identifier.issn1393-4813
dc.identifier.urihttp://hdl.handle.net/10395/2817
dc.descriptionGetting the balance right: the equals sign.en_US
dc.description.abstractMuch of the number work carried out in primary classrooms contains elements of algebraic reasoning. In fact, equals sign work in junior and senior infants underpins much of the algebraic reasoning used in later years. In the 1st class algebra strand, the Primary School Mathematics Curriculum (PSMC) refers to the need for children to ‘understand the use of a frame to show the presence of an unknown number (e.g. 3 + 5 = q)’. In order to address this objective and set appropriate foundations for later work in equations and inequalities, primary school children must develop a relational understanding of equality.
dc.language.isoengen_US
dc.publisherINTO [Irish National Teacher's Organisation]en_US
dc.rights.urihttps://www.into.ie/ROI/Publications/InTouch/2011/December2011/InTouchDec2011.pdfen_US
dc.subjectEquals signen_US
dc.subjectMathematicsen_US
dc.subjectTeachingen_US
dc.titleGetting the balance right: the equals signen_US
dc.typeContribution for newspaper/magazineen_US
dc.type.supercollectionall_mic_researchen_US
dc.description.versionNoen_US


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