What Sense Do Children Make of Negative Dollars? [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (34th, Kalamazoo, MI, Nov 1-4, 2012).

Autor/inn/en	Whitacre, Ian; Bishop, Jessica Pierson; Lamb, Lisa L. C.; Philipp, Randolph A.; Schappelle, Bonnie P.; Lewis, Mindy
Titel	What Sense Do Children Make of Negative Dollars? [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (34th, Kalamazoo, MI, Nov 1-4, 2012).
Quelle	(2012), (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Mathematics Instruction; Grade 7; Middle School Students; Numbers; Thinking Skills; Number Concepts; Equations (Mathematics); Textbooks; Grade 5; Grade 6; Arithmetic; Qualitative Research; California + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; School year 07; 7. Schuljahr; Schuljahr 07; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Zahlenraum; Denkfähigkeit; Number concept; Zahlbegriff; Equations; Mathematics; Gleichungslehre; Textbook; Text book; Schulbuch; Lehrbuch; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Qualitative Forschung; Kalifornien
Abstract	We interviewed 40 students in Grade 7 to investigate their integer reasoning. In one task, children were asked to write and interpret equations related to a story problem about borrowing money from a friend. Their responses reflect different perspectives concerning the relationship between this real-world situation and various numerical representations. We identify distinct ways in which integers were used and interpreted. All of the students solved the story problem correctly. Few thought about the story as involving negative numbers. When asked to interpret an equation involving negative numbers in relation to the story, about half related it to the story in an unconventional fashion, which contrasts with typical textbook approaches. These findings raise questions about the role of money and other contexts in integer instruction. [For the complete proceedings, see ED584829.] (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