A Proposed Instructional Theory for Integer Addition and Subtraction

Autor/inn/en	Stephan, Michelle; Akyuz, Didem
Titel	A Proposed Instructional Theory for Integer Addition and Subtraction
Quelle	In: Journal for Research in Mathematics Education, 43 (2012) 4, S.428-464 (37 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-8251
Schlagwörter	Mathematics Education; Numbers; Concept Formation; Subtraction; Addition; Arithmetic; Grade 7; Mathematical Concepts; Teaching Methods; Learning Strategies; Intervention; Instructional Design; Sequential Approach; Middle Schools; Constructivism (Learning); Florida + Suchen Sie Ihr Suchwort? Mathematische Bildung; Zahlenraum; Concept learning; Begriffsbildung; Subtraktion; Addition; Arithmetik; Arithmetikunterricht; Rechnen; School year 07; 7. Schuljahr; Schuljahr 07; Teaching method; Lehrmethode; Unterrichtsmethode; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Lesson concept; Lessonplan; Unterrichtsentwurf; Schrittfolge; Middle school; Mittelschule; Mittelstufenschule
Abstract	This article presents the results of a 7th-grade classroom teaching experiment that supported students' understanding of integer addition and subtraction. The experiment was conducted to test and revise a hypothetical learning trajectory so as to propose a potential instructional theory for integer addition and subtraction. The instructional sequence, which was based on a financial context, was designed using the Realistic Mathematics Education theory. Additionally, an empty, vertical number line (VNL) is posited as a potentially viable model to support students' organizing their addition and subtraction strategies. Particular emphasis is placed on the mathematical practices that were established in this setting. These practices indicate that students can successfully draw on their experiences with assets, debts, and net worths to create meaning for integer addition and subtraction. (Contains 3 tables, 3 footnotes and 13 figures.) (As Provided).
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