Page 476 - Istenič Andreja, Gačnik Mateja, Horvat Barbara, Kukanja Gabrijelčič Mojca, Kiswarday Vanja Riccarda, Lebeničnik Maja, Mezgec Maja, Volk Marina. Ur. 2023. Vzgoja in izobraževanje med preteklostjo in prihodnostjo. Koper: Založba Univerze na Primorskem
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ja Maričić, Nenad Milinković, and Marija Brković
ing more abstract content (Milinković, Maričić, and Lazić 2022). The above
confirms that it is necessary to examine the way in which junior primary
school students understand the equals sign, and whether there are differ-
ences in the understanding of this concept between students who have just
embarked on their mathematical journey, and third-graders.
Research Methodology
The research was conducted on a sample of 212 first-grade and third-grade
students of two primary schools in Užice (Republic of Serbia) during 2022/
2023. The sample was chosen through random sampling, and included 109
first-graders and 103 third-graders. The reason we selected students of the
first grade of primary school is because we wanted to examine how students
perceive the equals sign, given that they only get to use it in arithmetic at
this educational stage. On the other hand, we decided to test third-graders
because by that stage, they already possess significant experience with the
equals sign, as well as with arithmetic and algebra. In this way, we wanted
to compare student understanding of the equals sign depending on their
experience with mathematical content, and with regard to the concept of
the equals sign.
The aim of the paper was to examine how students of the first and the third
grade of primary school understand the concept of the equals sign with re-
gard to operationalized levels, and whether there are any differences in un-
derstanding between students of different ages. We decided to examine the
development of the equals sign concept at the following three levels: opera-
tional, basic relational, and complex relational.
The following research tasks were defined in relation to the goal:
1. Investigate the development of the operational level of understanding
of the equals sign between first-grade and third-grade students in pri-
mary school;
2. Investigate the development of the basic relational level of under-
standing of the equals sign between first-grade and third-grade stu-
dents in primary school;
3. Investigate the development of the complex relational level of under-
standing of the equals sign between first-grade and third-grade stu-
dents in primary school.
In order to investigate the given tasks, we used testing, designing two tests
for that purpose – one for first-grade students (T1), and another for third-
476
ing more abstract content (Milinković, Maričić, and Lazić 2022). The above
confirms that it is necessary to examine the way in which junior primary
school students understand the equals sign, and whether there are differ-
ences in the understanding of this concept between students who have just
embarked on their mathematical journey, and third-graders.
Research Methodology
The research was conducted on a sample of 212 first-grade and third-grade
students of two primary schools in Užice (Republic of Serbia) during 2022/
2023. The sample was chosen through random sampling, and included 109
first-graders and 103 third-graders. The reason we selected students of the
first grade of primary school is because we wanted to examine how students
perceive the equals sign, given that they only get to use it in arithmetic at
this educational stage. On the other hand, we decided to test third-graders
because by that stage, they already possess significant experience with the
equals sign, as well as with arithmetic and algebra. In this way, we wanted
to compare student understanding of the equals sign depending on their
experience with mathematical content, and with regard to the concept of
the equals sign.
The aim of the paper was to examine how students of the first and the third
grade of primary school understand the concept of the equals sign with re-
gard to operationalized levels, and whether there are any differences in un-
derstanding between students of different ages. We decided to examine the
development of the equals sign concept at the following three levels: opera-
tional, basic relational, and complex relational.
The following research tasks were defined in relation to the goal:
1. Investigate the development of the operational level of understanding
of the equals sign between first-grade and third-grade students in pri-
mary school;
2. Investigate the development of the basic relational level of under-
standing of the equals sign between first-grade and third-grade stu-
dents in primary school;
3. Investigate the development of the complex relational level of under-
standing of the equals sign between first-grade and third-grade stu-
dents in primary school.
In order to investigate the given tasks, we used testing, designing two tests
for that purpose – one for first-grade students (T1), and another for third-
476
