Making Sense of Integers through Storytelling

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Students process open-number problems through various ways of thinking. The patterns emerged from the authors' research on student thinking about integers and are connected to teaching tips for the classroom.

Footnotes

Edited by Amy Ellis, aellis1@education.wisc.edu, and Despina Stylianou, dstylianou@ccny.cuny.edu. Readers are encouraged to submit manuscripts through http://mtms.msubmit.net.

Contributor Notes

Nicole M. Wessman-Enzinger, nmenzinger@gmail.com, is a Ph.D. candidate in mathematics education at Illinois State University in Normal. She is interested in student thinking about negative integers and how students make sense of the integers through contexts.

Edward S. Mooney, mooney@ilstu.edu, is a professor in the mathematics department at Illinois State University.

(Corresponding author is Wessman-Enzinger nmenzinger@gmail.com)(Corresponding author is Mooney mooney@ilstu.edu)
Mathematics Teaching in the Middle School

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