Abstract: Cook et al. (2022) developed a conceptual analysis of student interpretations of equivalence across algebraic contexts. Using this framework, I have begun to explore the ways in which students employ these interpretations of equivalence in the service of constructing and populating equivalence classes. In this talk, I will summarize the work I did towards understanding this process for my qualitative research methods course this semester and share some interesting excerpts from the data I have collected.
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