Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/6722
Title: Predictions of Integer Model Affordances Pan Out for Short-Term, but Not Longer-Term, Learning of Initial Integer Constructs
Authors: Nurnberger-Haag, Julie
Keywords: Learning and Identity
Issue Date: Jun-2020
Publisher: International Society of the Learning Sciences (ISLS)
Citation: Nurnberger-Haag, J. (2020). Predictions of Integer Model Affordances Pan Out for Short-Term, but Not Longer-Term, Learning of Initial Integer Constructs. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 2 (pp. 665-668). Nashville, Tennessee: International Society of the Learning Sciences.
Abstract: Arithmetic with negative numbers is difficult to learn, so world-wide many instructional methods have been developed for this topic. Teachers often use multiple integer instructional models within the same unit, yet little is understood about the impact of each. Thus, this study compared student learning in authentic classrooms randomly assigned to one of two models, each of which was predicted to better support learning of particular constructs. Preliminary results with 70 fifth-grade students suggested that in the short term each model fostered better learning of the predicted construct, yet findings suggest longer-term knowledge was better supported by students who used the particular number line model. These findings were interpreted using embodied cognition to contribute to the growing recognition that how students physically move during instruction influences learning.
URI: https://doi.dx.org/10.22318/icls2020.665
https://repository.isls.org//handle/1/6722
Appears in Collections:ICLS 2020

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