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has been cited by the following article:

• TITLE: Perspective of “Quantity” between Natural Language and Mathematical Symbols (, =): The Comprehension of Pre-Service and Preschool Teachers

  AUTHORS: Bat-Sheva Ilany, Dina Hassidov

  KEYWORDS: Preschool Teachers, Pre-Service Teachers, Mathematics Education, Early Childhood, Mathematical Symbol

  JOURNAL NAME: Creative Education, Vol.9 No.10, August 7, 2018

  ABSTRACT: The goal of the study was to understand how pre-service and preschool teachers understand and use the mathematical symbols , and = when comparing figures and shapes of different sizes and thicknesses. Using both quantitative and qualitative methods, we examined a study population of 71 pre-service teachers attending a course for teaching mathematics to pre-schoolers and 149 preschool teachers. Our results show that the majority of participants did not answer the questions correctly, with a significant difference between how the two groups validated their answers, indicating that the participants do not correctly understand that mathematical symbols should (, and = ) only be used in the mathematical context.