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Download full textBofferding, Laura; Farmer, Sherri – North American Chapter of the International Group for the Psychology of Mathematics Education, 2016
The language that students use with whole numbers can be insufficient when learning integers. This is often the case when children interpret addition as "getting more" or "going higher." In this study, we explore whether instruction on mapping directed magnitudes to operations helps 88 second graders and 70 fourth graders solve…
Descriptors: Mathematics Instruction, Numbers, Language Usage, Teaching Methods
