Overview
- First edited book that addresses integer addition and subtraction with a focus on student thinking
- Addresses the use of and usefulness of models and contexts in integer instruction
- Illuminates similarities and differences in perspectives across research teams
- Commentary from noteworthy and international scholars
Part of the book series: Research in Mathematics Education (RME)
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Table of contents (14 chapters)
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Front Matter
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Beginning the Journey: Children’s Thinking About Integer Addition and Subtraction
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Front Matter
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Multiple Pathways: Models and Metaphors for Integer Addition and Subtraction
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Front Matter
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Guiding the Journey: (Prospective) Teachers’ Thinking About Integer Addition and Subtraction
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Front Matter
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Commentaries
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Front Matter
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Back Matter
Keywords
About this book
Over the past few decades there has been increased interest in how students and teachers think and learn about negative numbers from a variety of perspectives. In particular, there has been debate about when integers should be taught and how to teach them to best support students’ learning. This book brings together recent work from researchers to illuminate the state of our understanding about issues related to integer addition and subtraction with a goal of highlighting how the variety of perspectives support each other or contribute to the field in unique ways.
In particular, this book focuses on three main areas of integer work: students’ thinking, models and metaphors, and teachers’ thinking. Each chapter highlights a theoretically guided study centered on integer addition and subtraction. Internationally known scholars help connect the perspectives and offer additional insights through section commentaries. This book is an invaluable resource to thosewho are interested in mathematics education and numerical thinking.
Editors and Affiliations
About the editors
Nicole M. Wessman-Enzinger is an assistant education professor at George Fox University. Previously, she was an assistant mathematics professor at Olivet Nazarene University (2010-12). She earned a PhD in mathematics education from Illinois State University in 2015. Her research interests are centered on children’s and prospective teachers’ thinking about integers and ways to playfully engage in mathematics.
Laura Bofferding is an associate professor of mathematics education at Purdue University. She earned a PhD in Curriculum Studies at Stanford University in 2011. She is the recipient of an NSF CAREER award for Leveraging Contrasting Cases to Investigate Integer Understanding. Her research interests include pre-K and elementary students’ cognitive development and understanding of mathematics, with a current focus on negative numbers; use of games, stories, and contrasting worked examples to support children’s numerical understanding; the interplay between teachers'use of questioning, number talks, and students' mathematical reasoning; and the sequencing of mathematical topics.
Bibliographic Information
Book Title: Exploring the Integer Addition and Subtraction Landscape
Book Subtitle: Perspectives on Integer Thinking
Editors: Laura Bofferding, Nicole M. Wessman-Enzinger
Series Title: Research in Mathematics Education
DOI: https://doi.org/10.1007/978-3-319-90692-8
Publisher: Springer Cham
eBook Packages: Education, Education (R0)
Copyright Information: Springer International Publishing AG, part of Springer Nature 2018
Hardcover ISBN: 978-3-319-90691-1Published: 06 September 2018
Softcover ISBN: 978-3-030-08075-4Published: 08 January 2019
eBook ISBN: 978-3-319-90692-8Published: 24 August 2018
Series ISSN: 2570-4729
Series E-ISSN: 2570-4737
Edition Number: 1
Number of Pages: XVI, 303
Number of Illustrations: 33 b/w illustrations, 24 illustrations in colour