Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/793
Title: Turning to Experience Negative Signs as Operations
Authors: Nurnberger-Haag, Julie
Issue Date: Jul-2018
Publisher: International Society of the Learning Sciences, Inc. [ISLS].
Citation: Nurnberger-Haag, J. (2018). Turning to Experience Negative Signs as Operations. In Kay, J. and Luckin, R. (Eds.) Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018, Volume 3. London, UK: International Society of the Learning Sciences.
Abstract: Conceiving of negative sign notation as an operation is crucial for algebra. Thus, this study compared student learning with two integer models to explore how physical motions influenced conceptions of this notation. Preliminary results with 70 fifth-grade students suggested that physically turning the opposite direction better represented this notation as an opposite operation than moving objects with a chip model (p=0.001). These findings contribute to mounting evidence that how humans physically move influences learning.
URI: https://doi.dx.org/10.22318/cscl2018.1667
https://repository.isls.org//handle/1/793
Appears in Collections:ICLS 2018

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