Running head: KNOWLEDGE OF MATH EQUIVALENCE © 2017, American Psychological Association. This paper is not the copy of record and may not exactly replicate the final, authoritative version of the article. Please do not copy or cite without authors permission. The final article will be available, upon publication, via its DOI: 10.1037/edu0000208 Assessing formal knowledge of math equivalence among algebra and pre-algebra students Emily R. Fyfe, Indiana University Percival G. Matthews, University of Wisconsin-Madison Eric Amsel, Weber State University Katherine L. McEldoon, Tennessee Department of Education Nicole M. McNeil, University of Notre Dame Accepted by Journal of Educational Psychology, April 2017 Author Note Emily R. Fyfe, Department of Psychological and Brain Sciences, Indiana University. Percival G. Matthews, Department of Educational Psychology, University of Wisconsin-Madison. Eric Amsel, Department of Psychology, Weber State University. Katherine L. McEldoon, Tennessee Department of Education. Nicole M. McNeil, Department of Psychology, University of Notre Dame. The authors thank Daniel Bolt for helpful guidance on the methodological aspects of the manuscript. Support for this research was provided in part by Institute of Education Sciences, U. S. Department of Education, training grant R305B130007 as part of the Wisconsin Center for Education Research Postdoctoral Training Program. Address correspondence to Emily R. Fyfe, Department of Psychological and Brain Sciences, Indiana University1101 E. 10th Street, Bloomington IN 47405. Email:
[email protected]. KNOWLEDGE OF MATH EQUIVALENCE 2 Abstract A central understanding in mathematics is knowledge of math equivalence, the relation indicating that two quantities are equal and interchangeable. Decades of research have documented elementary-school (ages 7-11) children’s (mis)understanding of math equivalence, and recent work has developed a construct map, including comprehensive assessments of this understanding.