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.
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