Benefits of Analyzing Contrasting Integer Problems: The Case of Four Second Graders
In this study, we explore four, second graders' performances on integer addition problems before and after analyzing contrasting cases involving integers. The students, as part of a larger study, participated in a pretest, small group sessions, one short whole-class lesson on integer addition,...
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| Veröffentlicht in: | North American Chapter of the International Group for the Psychology of Mathematics Education 2016 |
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| container_title | North American Chapter of the International Group for the Psychology of Mathematics Education |
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| creator | Aqazade, Mahtob Bofferding, Laura Farmer, Sherri |
| description | In this study, we explore four, second graders' performances on integer addition problems before and after analyzing contrasting cases involving integers. The students, as part of a larger study, participated in a pretest, small group sessions, one short whole-class lesson on integer addition, and a posttest. Based on their integer mental models and scores on arithmetic and transfer problems, each student progressed, although in different ways. We use these instances and their interactions in their group sessions to describe their progressions. [For the complete proceedings, see ED583608.] |
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| ispartof | North American Chapter of the International Group for the Psychology of Mathematics Education, 2016 |
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| language | eng |
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| source | ERIC - Full Text Only (Discovery) |
| subjects | Addition Cognitive Structures Elementary School Mathematics Elementary School Students Grade 2 Large Group Instruction Mathematics Achievement Mathematics Instruction Numbers Pretests Posttests Problem Solving Scores Small Group Instruction |
| title | Benefits of Analyzing Contrasting Integer Problems: The Case of Four Second Graders |
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