Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 2 of 2
Full-Text Articles in Education
Prospective Teachers’ Attention To Realism And Consistency With Negative Integers, Addition, And Temperature, Nicole Enzinger, Jennifer Tobias, Dana Olanoff
Prospective Teachers’ Attention To Realism And Consistency With Negative Integers, Addition, And Temperature, Nicole Enzinger, Jennifer Tobias, Dana Olanoff
Faculty Publications - College of Education
Writing and evaluating contextual problems is an important task in the work of teaching, and thus is part of the knowledge that prospective teachers must develop. In dealing with word problems posed both by children and themselves, prospective teachers will need to attend to the realism of the context and the consistency between the operation and context with integer operations. This study describes an examination of the ways in which 100 prospective teachers responded to a child’s temperature story for an integer addition number sentence (i.e., 9 þ 6 ¼ ☐). The child’s story, which was an actual story …
Integers As Directed Quantities (Chapter 13 In Constructing Number), Nicole Enzinger
Integers As Directed Quantities (Chapter 13 In Constructing Number), Nicole Enzinger
Faculty Publications - College of Education
Mathematics education researchers have long pursued—and many still pursue—an ideal instructional model for operations on integers. In this chapter, I argue that such a pursuit may be futile. Additionally, I highlight that ideas of relativity have been overlooked; and, I contend that current uses of translation within current integer instructional models do not align with learners’ inventions. Yet, conceptions of relativity and translation are essential for making sense of integers as directed quantities. I advocate for drawing on learners’ unique conceptions and actions about directed number in developing instructional models. Providing evidence of student work from my research, I illustrate …