Informing Practice: Making Sense of Integers through Storytelling

Autor/inn/en	Wessman-Enzinger, Nicole M.; Mooney, Edward S.
Titel	Informing Practice: Making Sense of Integers through Storytelling
Quelle	In: Mathematics Teaching in the Middle School, 20 (2014) 4, S.202-205 (4 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1072-0839
Schlagwörter	Numbers; Story Telling; Mathematics Instruction; Middle School Students; Grade 5; Grade 8; Sentences; Addition; Subtraction; Teaching Methods; Mathematical Concepts; Models; Mathematical Logic; Secondary School Mathematics + Suchen Sie Ihr Suchwort? Zahlenraum; Mathematics lessons; Mathematikunterricht; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 05; 5. Schuljahr; Schuljahr 05; School year 08; 8. Schuljahr; Schuljahr 08; Sentence analysis; Satzanalyse; Subtraktion; Teaching method; Lehrmethode; Unterrichtsmethode; Analogiemodell; Mathematical logics; Mathematische Logik
Abstract	The authors asked fifth-grade and eighth-grade students to pose stories for number sentences involving the addition and subtraction of integers. In this article, the authors look at eight stories from students. Which of these stories works for the given number sentence? What do they reveal about student thinking? When the authors examined these stories, they noticed that the students' work reflected different ways of thinking about integers. They call these mathematical uses of integers "conceptual models". The authors describe five models that emerged from their research: bookkeeping, counterbalance, relativity, translation, and rule. (ERIC).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191-1502. Tel: 800-235-7566; Tel: 703-620-3702; Fax: 703-476-2970; e-mail: orders@nctm.org; Web site: http://www.nctm.org/publications/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10