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A Proposed Instructional Theory for Integer Addition and Subtraction

Michelle Stephan and Didem Akyuz 

July 2012, Volume 43, Issue 4, Page 428

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.