Credits for Balancing act

Credits for work used in the Balancing act sequence.

In this sequence, we make use of Didax’s free virtual manipulative Math Balance, including links out to the Math Balance and some screenshots.

 

References

Bragg, L. A. (2006). Students’ impressions of the value of games for the learning of mathematics. In J. Novotná, H. Moraová, M. Krátká, & N. Stehlíková (Eds.), Proceedings of the 30th Conference of the International Group for the Psychology of Mathematics Education (Vol. 2, pp. 217-224). International Group for the Psychology of Mathematics Education. https://hdl.handle.net/10536/DRO/DU:30005948

Darr, C. (2003). The meaning of “equals”. New Zealand Council for Education Research, 2 (4), 7.

MacGregor, M., & Stacey, K. (1999). A flying start to algebra. Teaching Children Mathematics, 6 (2), 78-85.

Mann, R. L. (2004). Balancing act: The truth behind the equals sign. Teaching Children Mathematics, 11 (2), 65-69.

Rich, K. (2018). Building conceptual understandings of equivalence [Doctoral dissertation, Boise State University]. Boise State University Theses and Dissertations. https://doi.org/10.18122/td/1416/boisestate

Russo, J. (2018). The challenges of teaching with challenging tasks: Developing prompts. In Mathematical Association of Victoria Annual Conference 2018: Teachers Creating Impact (pp. 91-96). The Mathematical Association of Victoria (MAV).

Sullivan, P., Mousley, J., & Zevenbergen, R. (2006). Teacher actions to maximize mathematics learning opportunities in heterogeneous classrooms. International Journal of Science and Mathematics Education, 4 (1), 117-143.

Swan, P., & Hurrell, D. (2012). Mathematical games: Just trivial pursuits? Prime Number, 27 (1), 3-5.