In this study, we explore four, second graders’ performances on integer addition problems before and after analyzing contrasting cases involving integers. The students, as part of a larger study, participated in a pretest, small group sessions, one short whole-class lesson on integer addition, and a posttest. Based on their integer mental models and scores on arithmetic and transfer problems, each student progressed, although in different ways. We use these instances and their interactions in their group sessions to describe their progressions.
Aqazade, M., Bofferding, L., & Farmer, S. (2016, November). Benefits of analyzing contrasting integer problems: The case of four second graders. In M. B. Wood, E. E. Turner, M. Civil, & J. A. Eli (Eds.), Proceedings of the 38th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 132-139). Tucson, AZ: The University of Arizona.