Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Does it help to use mathematically superfluous brackets when teaching the rules for the order of operations?
Jönköping University, School of Education and Communication, HLK, School Based Research, Mathematics Education Research.ORCID iD: 0000-0003-2199-1627
Jönköping University, School of Education and Communication, HLK, School Based Research, Mathematics Education Research.
Jönköping University, School of Education and Communication, HLK, School Based Research, Mathematics Education Research.
2016 (English)In: Educational Studies in Mathematics, ISSN 0013-1954, E-ISSN 1573-0816, Vol. 92, no 1, p. 91-105Article in journal (Refereed) Published
Abstract [en]

The hypothesis that mathematically superfluous brackets can be useful when teaching the rules for the order of operations is challenged. The idea of the hypothesis is that with brackets it is possible to emphasize the order priority of one operation over another. An experiment was conducted where expressions with mixed operations were studied, focusing specifically on expressions of the type a ± (b × c) with brackets emphasizing the multiplication compared to expressions of the type a ± b × c without such brackets. Data were collected from pen and paper tests, before and after brief (about 7 min) instructions, of 169 Swedish students in year 6 and 7 (aged 12 to 13). The data do not seem to support the use of brackets to detach the middle number (b) from the first operation (±) in a ± b × c type of expressions.

Place, publisher, year, edition, pages
Springer Netherlands, 2016. Vol. 92, no 1, p. 91-105
Keywords [en]
Mathematics education; Brackets; Order of operations
National Category
Didactics
Identifiers
URN: urn:nbn:se:hj:diva-28767DOI: 10.1007/s10649-015-9667-2ISI: 000374412500006Scopus ID: 2-s2.0-84955269808OAI: oai:DiVA.org:hj-28767DiVA, id: diva2:889545
Available from: 2015-12-27 Created: 2015-12-27 Last updated: 2017-12-01Bibliographically approved

Open Access in DiVA

Accepted manuscript(982 kB)108 downloads
File information
File name FULLTEXT01.pdfFile size 982 kBChecksum SHA-512
f8b3514894f7016e7dd8ad1ba286586c21e1950b3700bcf2b26e40bdc61a011fa0e2e6683294e4b83ee6554fb384db55ad2d27461245c17311b4e35873b3a80c
Type fulltextMimetype application/pdf

Other links

Publisher's full textScopusErratum

Authority records BETA

Gunnarsson, RobertWei Sönnerhed, Wang

Search in DiVA

By author/editor
Gunnarsson, RobertWei Sönnerhed, Wang
By organisation
Mathematics Education Research
In the same journal
Educational Studies in Mathematics
Didactics

Search outside of DiVA

GoogleGoogle Scholar
Total: 108 downloads
The number of downloads is the sum of all downloads of full texts. It may include eg previous versions that are now no longer available

doi
urn-nbn

Altmetric score

doi
urn-nbn
Total: 361 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf