The Symmetric Property of the Equality Relation and Young Children's Ability to Solve Open Addition and Subtraction Sentences
Based upon the equation form a□ b=c, coupled with addition and subtraction facts having sums between 10 and 18, an inventory consisting of 4 8-item tests was developed to investigate 1st-, 2d-, and 3d-grade pupils' ability to solve open sentences which differed with respect to several mathematical factors, only 1 of which is the focus of this informal report. Data from 135 classes in 23 schools were included in the analysis. Differences were observed between performance levels on open addition and subtraction sentences generated from the equation form a□ b=c and performance levels on similar sentences generated from the equivalent symmetric form c=a□ b. It is suggested that school mathematics programs should give more explicit attention to variations in equation or open-sentence form associated with the symmetric property of the equality relation.