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 those who are
interested in mathematics education and numerical thinking.