How Students' Integer Arithmetic Learning Depends on Whether They Walk a Path or Collect Chips [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (37th, East Lansing, MI, Nov 5-8, 2015).

Autor/in	Nurnberger-Haag, Julie
Titel	How Students' Integer Arithmetic Learning Depends on Whether They Walk a Path or Collect Chips [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (37th, East Lansing, MI, Nov 5-8, 2015).
Quelle	(2015), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Mathematics Education; Arithmetic; Number Concepts; Learning Processes; Learning Theories; Manipulative Materials; Models; Motion; Instructional Effectiveness; Mathematics Instruction; Rural Schools; Elementary School Mathematics; Elementary School Students; Multivariate Analysis; Regression (Statistics); Mathematics Skills; Statistical Analysis + Suchen Sie Ihr Suchwort? Mathematische Bildung; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Number concept; Zahlbegriff; Learning process; Lernprozess; Learning theory; Lerntheorie; Hilfsmittel; Analogiemodell; Bewegungsablauf; Unterrichtserfolg; Mathematics lessons; Mathematikunterricht; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Elementare Mathematik; Schulmathematik; Multivariate Analyse; Regression; Regressionsanalyse; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Statistische Analyse
Abstract	In light of conceptual metaphor theory, historical mathematicians' and students' difficulty with negative numbers reveals that the collecting objects metaphor may be a cognitive obstacle to those first learning about negative numbers. Moreover, consistency of physical motions with targeted ideas is a factor of cognition. Thus, this pre-post-delayed post study randomly assigned 8 classes of initial learners to a collecting objects integer model (chip model) or a moving-along-a-path metaphor-based model (number line model) to learn integer arithmetic with the four primary operations during an eight-day mini-unit. The study investigated the questions: What do students demonstrate learning with each model and what, if any differences in learning are found between models? Findings did support theory that a motion-aligned model using a moving-along-a-path metaphor would likely support learning better than collecting objects. [For the complete proceedings, see ED583989.] (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