Coming to an Understanding of the Signed Numbers: How Second and Third Grade Students Make Sense of the Integers

Autor/in	Madsen, Mark S.
Titel	Coming to an Understanding of the Signed Numbers: How Second and Third Grade Students Make Sense of the Integers
Quelle	(2010), (719 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Arizona State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1242-6143-0
Schlagwörter	Hochschulschrift; Dissertation; Numbers; Grade 3; Grade 2; Mathematics Education; Mathematics Instruction; Computation; Teaching Methods; Educational Environment; Games; Mathematics Activities; Elementary School Students; Elementary Education + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Zahlenraum; School year 03; 3. Schuljahr; Schuljahr 03; School year 02; 2. Schuljahr; Schuljahr 02; Mathematische Bildung; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Game; Spiel; Spiele; Elementarunterricht
Abstract	The purpose of this research has been to generate learning environments that surrounded second and third grade students with bi-directional counting experiences, leading them to discover and come to an understanding of opposite numbers. While engaged in games and bi-directional activities, these young students eagerly counted, by jumping frogs ahead and behind from a starting lily pad, by moving between north and south addresses from City Hall on Main Street, and by finding differences between hotter and colder temperatures, including both positive and negative readings. Foundational to this learning process was the zero count, representing the zero-move, which occurred when students performed two counts that were the same size but in opposite directions. Students used equal amounts of red and green counting chips to show the zero-move. As they bi-directionally counted using these chips representing opposite amounts, these students demonstrated that they had a meaningful understanding of opposite numbers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10