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How Students' Integer Arithmetic Learning Depends on Whether They Walk a Path or Collect Chips
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Nurnberger-Haag, Julie – North American Chapter of the International Group for the Psychology of Mathematics Education, 2015
In light of conceptual metaphor theory, historical mathematicians' and students' difficulty with negative numbers reveals that the collecting objects metaphor may be a cognitive obstacle to those first learning about negative numbers. Moreover, consistency of physical motions with targeted ideas is a factor of cognition. Thus, this…
Descriptors: Mathematics Education, Arithmetic, Number Concepts, Learning Processes