Effects of Problem Contrasts on Second Graders' Integer Addition Strategy Change (Poster 19)

• In Event: Thursday Poster Session 12:40 pm
  In Poster Session: Mathematical Teaching and Learning Poster Session

Abstract

The goal of our study was to better understand the role problem sequences and contrasts play in second graders’ learning of integer addition and subtraction. We randomly assigned 102 second graders to one of three conditions: sequential, contrasting numbers, or contrasting operations. Students analyzed integer addition and subtraction worked examples in sequence (sequential) or in contrasts (other two conditions) across four sessions. Then, they participated in 30-minutes of whole-class instruction. Results indicate significant gains for the sequential and contrasting operations conditions and more students using strategies involving negative numbers on the posttest. The contrasting numbers condition may have reinforced prior whole number knowledge about addition that made it harder for students to change their thinking.

Authors

• Laura Bofferding, Purdue University

• Mahtob Aqazade, Illinois State University