This research demonstrates the relationship between equal sign usage and math performance in 4th graders, suggesting its importance in learning.
This research aims to study the relationship between the use of relational symbols ( ＝ , ＞ , ＜ ) and performance of fourth grade students, in mathematics. A diagnostic test was applied to 319 students and 19 teachers of five Nicaraguan public schools, selected considering enrollment and accessibility. The diagnostic test consisted of a reasoning problem, an application problem and seventeen basic calculation items. The data were analyzed using non-parametric tests (Spearman's Rho and Mann-Whitney U). It was found that i) a correlation was confirmed between the usage of the relational symbols and students' performance, ii) there was a significant difference of average score between students who use equal sign to state their answers and those who do not use the equal sign at all, when solving a problem.
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GARCIA et al. (2023) studied this question.
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