Literaturnachweis - Detailanzeige
| Autor/inn/en | Bofferding, Laura; Aqazade, Mahtob; Farmer, Sherri |
|---|---|
| Titel | Second Graders' Integer Addition Understanding: Leveraging Contrasting Cases [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (39th, Indianapolis, IN, Oct 5-8, 2017). |
| Quelle | (2017), (8 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Grade 2; Elementary School Students; Addition; Numbers; Pretests Posttests; Mathematics Instruction; Elementary School Mathematics; Intervention; Problem Solving; Mathematics Achievement; Instructional Effectiveness |
| Abstract | In this study, we explore thirty-two second graders' performance on integer addition problems before and after analyzing contrasting cases involving integers. The students, as part of a larger study, completed a pretest, were randomly assigned to one of three intervention groups, and participated in two small-group sessions, one short whole-class lesson on integer addition, and a posttest. The group interventions differed in terms of which problems students compared in their small-group sessions. Based on students' solution strategies for integer addition problems and their treatment of negative signs, all three groups progressed in solving negative integer addition problems; however, students who initially contrasted adding two positives with adding a negative to a positive showed important differences, which we describe further. [For complete proceedings, see ED581294.] (As Provided). |
| Anmerkungen | North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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