Strategies of Pre-Service Primary School Teachers for Solving Addition Problems with Negative Numbers

Autor/inn/en	Almeida, Rut; Bruno, Alicia
Titel	Strategies of Pre-Service Primary School Teachers for Solving Addition Problems with Negative Numbers
Quelle	In: International Journal of Mathematical Education in Science and Technology, 45 (2014) 5, S.719-737 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-739X
DOI	10.1080/0020739X.2013.877605
Schlagwörter	Preservice Teachers; Elementary School Teachers; Problem Solving; Elementary School Mathematics; Number Concepts; Learning Strategies; Addition; Arithmetic; Mathematics Instruction; Word Problems (Mathematics); Foreign Countries; Mathematics Tests; Spain + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Problemlösen; Elementare Mathematik; Schulmathematik; Number concept; Zahlbegriff; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Mathematics lessons; Mathematikunterricht; Textaufgabe; Ausland; Spanien
Abstract	This paper analyses the strategies used by pre-service primary school teachers for solving simple addition problems involving negative numbers. The findings reveal six different strategies that depend on the difficulty of the problem and, in particular, on the unknown quantity. We note that students use negative numbers in those problems they find easy and resort to other strategies in more complex problems. Furthermore, the problem-solving strategies reveal lingering difficulties involving negative numbers, such as mistakes with arithmetic rules and a lack of rigour in the mathematical notation used in the operations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10