Supporting Generative Thinking About the Integer Number Line in Elementary Mathematics
This report provides evidence of the influence of a tutorial "communication game" on fifth graders' generative understanding of the integer number line. Students matched for classroom and pretest score were randomly assigned to a tutorial (n = 19) and control group (n = 19). The tutor...
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| Veröffentlicht in: | Cognition and instruction 2010-01, Vol.28 (4), p.433-474 |
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| container_title | Cognition and instruction |
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| creator | Saxe, Geoffrey B. Earnest, Darrell Sitabkhan, Yasmin Haldar, Lina C. Lewis, Katherine E. Zheng, Ying |
| description | This report provides evidence of the influence of a tutorial "communication game" on fifth graders' generative understanding of the integer number line. Students matched for classroom and pretest score were randomly assigned to a tutorial (n = 19) and control group (n = 19). The tutorial group students played a 13-problem game in which student and tutor each were required to mark the same position on a number line but could not see one another's activities. To resolve discrepant solutions, tutor and student constructed agreements about number line principles and conventions to guide subsequent placements. Pre-/posttest contrasts showed that (a) tutorial students gained more than controls and (b) agreement use predicted gain. Analyses of micro-constructions during play revealed properties of student learning trajectories. |
| doi_str_mv | 10.1080/07370008.2010.511569 |
| format | Article |
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| ispartof | Cognition and instruction, 2010-01, Vol.28 (4), p.433-474 |
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| language | eng |
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| source | JSTOR Archive Collection A-Z Listing |
| subjects | Cognition & reasoning Comparative Analysis Educational Games Elementary School Mathematics Elementary school students Grade 5 Instructional design Integers Learning Mathematical Concepts Mathematical intervals Mathematics education Number Concepts Numbers Posttests Pretests Pretests Posttests Problem sets Quantification Teaching Methods Tutorials Tutoring Tutors |
| title | Supporting Generative Thinking About the Integer Number Line in Elementary Mathematics |
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