"Negative of My Money, Positive of Her Money": Secondary Students' Ways of Relating Equations to a Debt Context

Autor/inn/en	Whitacre, Ian; Pierson Bishop, Jessica; Lamb, Lisa L.; Philipp, Randolph A.; Bagley, Spencer; Schappelle, Bonnie P.
Titel	"Negative of My Money, Positive of Her Money": Secondary Students' Ways of Relating Equations to a Debt Context
Quelle	In: International Journal of Mathematical Education in Science and Technology, 46 (2015) 2, S.234-249 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-739X
DOI	10.1080/0020739X.2014.956822
Schlagwörter	Grade 7; Grade 11; Interviews; Mathematical Logic; Mathematics Skills; Word Problems (Mathematics); Equations (Mathematics); Debt (Financial); Numbers; Arithmetic; Middle School Students; High School Students; Urban Areas; Responses; California + Suchen Sie Ihr Suchwort? School year 07; 7. Schuljahr; Schuljahr 07; School year 11; 11. Schuljahr; Schuljahr 11; Interviewing; Interviewtechnik; Mathematical logics; Mathematische Logik; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Textaufgabe; Equations; Mathematics; Gleichungslehre; Zahlenraum; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Urban area; Stadtregion; Kalifornien
Abstract	We interviewed 40 students each in grades 7 and 11 to investigate their integer-related reasoning. In one task, the students were asked to write and interpret equations related to a story problem about borrowing money from a friend. All the students solved the story problem correctly. However, they reasoned about the problem in different ways. Many students represented the situation numerically without invoking negative numbers, whereas others wrote equations involving negative numbers. When asked to interpret equations involving negative numbers in relation to the story, students did so in two ways. Their responses reflect distinct perspectives concerning the relationship between arithmetic equations and borrowing/owing. We discuss these findings and their implications regarding the role of contexts in integer instruction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01