• School Mathematics
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• v.10 no.4
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• pp.537-555
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• 2008

The study aims to analyze elementary school students' understanding of the concept of equality sign in contexts, to reflect the types of contexts for equality sign which mathematics textbook series for $1{\sim}4$ grades on natural numbers and its operation provide, and to invetigate the effects of teaching methods of the concept of equality sign suggested in this research. In order to achieve these purposes, the origin, concept, and contexts of equality sign were theoretically reviewed and organized. Also the error types in using equality sign were reflected. Modelling, discussing truth or falsity of equations, identifying relations between numbers and their operation, conjecturing basic properties of numbers and their operations, experiencing diverse contexts for equality sign, and creating contexts for equality sign are set up as teaching methods for better understanding the concept of equality sign. The conclusions are as follows. Firstly, elementary school students' under-standing of the concept of equality sign varied by context and was generally far from satisfactory. In particular, they had difficulties in understanding the concept of the equal sign in contexts with operations on both sides. The most frequently witnessed error was to recognize equality sign as a result of operations. Secondly, student' lack of understanding of the concept of equality sign came from the fact that elementary textbooks failed to provide diverse contexts for equality sign. According to the textbook analysis, contexts with operations on the left side of the equal sign in the form of $a{\pm}b=c$ were provided excessively, with the other contexts hardly seen. Thirdly, teaching methods provided in the study were found to be effective for enhancing understanding the concept of equality sign. In other words, these methods enabled students to focus on relational understanding of concept of equality sign rather than operational one.

• The Mathematical Education
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• v.42 no.5
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• pp.697-706
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• 2003

In this paper we consider the equality sign as a mathematical concept and investigate its meaning, errors made by students, and subject matter knowledge of mathematics teacher in view of The Model of Mathematic al Concept Analysis, arithmetic-algebraic thinking, and some examples. The equality sign = is a symbol most frequently used in school mathematics. But its meanings vary accor ding to situations where it is used, say, objects placed on both sides, and involve not only ordinary meanings but also mathematical ideas. The Model of Mathematical Concept Analysis in school mathematics consists of Ordinary meaning, Mathematical idea, Representation, and their relationships. To understand a mathematical concept means to understand its ordinary meanings, mathematical ideas immanent in it, its various representations, and their relationships. Like other concepts in school mathematics, the equality sign should be also understood and analysed in vie w of a mathematical concept.

• Journal of Elementary Mathematics Education in Korea
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• v.18 no.2
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• pp.211-236
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• 2014

The purpose of this study is to investigate teacher's knowledge of concept of equality and derive implications about proper teaching methods. To solve these study problems, three elementary school teachers are chosen for this study, and a pencil-and paper tests for comprehension of the equality concept targeting 72 students for elementary school that the teachers are in charge of the students was carried out. Also, The semi-structured interview(using a questionnaire) was conducted for analyzing of the teachers' knowledge of the equality concept. The findings are as follows. First, during the lesson, the teachers' reading of equal sign has a decisive effect on the students' the way of reading. Second, teachers tend to interpret the concept of equality as a systematic analysis rather than a relational analysis, and use a equal sign focusing on meaning of 'same result'. So, Students also can't interpret the concept of equality as a relational analysis. Third, under the influence of teacher's feedback or reaction, making the mistake of the using equal sign of students reoccurred continually. Fourth, teachers misjudged some of examples of the nonstandard context equation for teaching elementary school students. Furthermore, during the lesson, they usually used a limited equality context. So, students can't have a chance to learn equality in a plenty of context. Thus, the knowledge of teachers and their lesson has decisive influence on the comprehension of students about the equality concept. So, Teacher has to focus on the meaning of the equality as a relational analysis and teach them in a plenty of context. With this, lots of study and in-service training are needed to enhance knowledge of teachers. And more of lesson programs and materials have to provided on the instruction manual for teaching the meaning of the equality.

• Education of Primary School Mathematics
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• v.23 no.1
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• pp.45-61
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• 2020

The concept of equality is given as a way of reading the equal sign without dealing it explicitly in elementary school mathematics. The meaning of the equal sign can be largely categorized as operational and relational views. However, most elementary school students understand the equal sign as an operational symbol for just writing the required answers. It is essential for them to understand a relational concept of the equal sign because algebraic thinking in middle school mathematics is based on students' understanding of a relational view of the equal sign. Recently, the relational meaning of the equal sign is emphasized in arithmetic. Hence it is necessary for elementary school students to have some activities so that they experience a relational meaning of the equal sign. In this study, we investigate the meaning of the equal sign and contexts of the equal sign in elementary school mathematics to discuss explicit ways to emphasize the concept of equality and relational views of the equal sign.

• The Research Journal of the Costume Culture
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• v.5 no.4
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• pp.68-79
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• 1997

In this thesis which takes fashion advertising that functions a marketing communication as an objective, I try to bear witness to the signifying system of garments though analyzing with semiotic methodology the signifying procedure on the base of the structural concept of Ferdinand de Saussure and the advertisement semiotic theory of Roland Barthes, to make clear their signifying structure and it meaning by understanding the characteristics of contemporary society and its cognitive system. Each sign of fashion advertising transfers the brand image through syntagmatic signification which contains the mythology of goods. Mannish style is encoded as tailored jacket, white shirt, H-silhouette and pants, non-color or being color, and it is presented as a clothing sign of casual wear for career women. Feminine style is encoded as X-silhouette, soutien collar suit style, various colors, and other details with womanly image, and it is presented as a clothing sign for maid or young wife 20\`s or 30\`s. Formal style is encoded as jacket vest, inner wear(blouse), two and three piece dress by pants or skirt and one-piece dress, and it is used in every age and class. Casual style is similar to formal style, but differs only in textile code. Clothing sign for housewives in middle age is encoded as H-silhouette of formal style, long jacket and pants and brown, being and grey colors. Contemporary popular phenomena in the signification of fashion advertising, and its temporal ideology reflected are as follows; According to the context of fashion advertising in the middle of 1990\`s, its fashion is that first, military look applied from the designs of various sort of military uniform and vest look and pant style applied from dandy-style imitated from man\`s wear are popuar. This mean that it reflects the change of point of view on woman\`s role in society today. That is, due to the equality between man and woman, it mirrors the ideology of feminism, and then, describes beautifully professional woman with carrer. Second, because that individualism is underlied for the change of consumer\`s consciousness, standardized popularity is disappeared, and in accordance with the mixture of various trends and personalities proposed every season, layered look that emphasizes individualism, easiness and naturalness is popular.