Students' Thinking about Integer Open Number Sentences

Autor/inn/en	Bishop, Jessica P.; Lamb, Lisa L.; Philipp, Randolph A.; Whitacre, Ian; Schappelle, Bonnie P.
Titel	Students' Thinking about Integer Open Number Sentences
Quelle	(2018), (25 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Thinking Skills; Numbers; Numeracy; Comparative Analysis; Mathematics Instruction; Arithmetic; Problem Solving; Teaching Methods; Classification; Students + Suchen Sie Ihr Suchwort? Denkfähigkeit; Zahlenraum; Rechenkompetenz; Mathematics lessons; Mathematikunterricht; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Problemlösen; Teaching method; Lehrmethode; Unterrichtsmethode; Classification system; Klassifikation; Klassifikationssystem; Student; Schüler; Schülerin; Studentin
Abstract	We share a subset of the 41 underlying strategies that comprise five ways of reasoning about integer addition and subtraction: formal, order-based, analogy-based, computational, and emergent. The examples of the strategies are designed to provide clear comparisons and contrasts to support both teachers and researchers in understanding specific strategies within the ways of reasoning. The ability to categorize strategies into one of five ways of reasoning may enable teachers to organize knowledge of student thinking in ways that are useable and accessible for them and provide researchers with sufficient information about the strategies and ways of reasoning such that they can reliably build on this work. [For the complete volume, "Exploring the Integer Addition and Subtraction Landscape: Perspectives on Integer Thinking. Research in Mathematics Education," see ED612853.] (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600 New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail:customerservice@springernature.com; Web site: https://www.springer.com/gp/education-language
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01