目次

Chapter1: Playing with Integer Concepts: A Quest for Structure.- Chapter2: Integer Play and Playing with Integers.- Chapter3: Students’ Thinking about Integer Open Number Sentences.- Chapter4: Teaching Integers to Students with Disabilities: Three Case Studies.- Chapter5: Take it Away or Walk the Other Way? Finding Positive Solutions for Integer Subtraction.- Chapter6: Different Differences: Metaphorical Interpretations of ‘Difference’ in Integer Addition and Subtraction.- Chapter7: Challenges of Promoting Conceptual Change with Instructional Contexts.- Chapter8: Nuances of Prospective Teachers’ Interpretations of Integer Word Problems.- Chapter9: Prospective Teachers’ Attention to Children’s Thinking about Integers, Temperature, and Distance.- Chapter10: Using Models and Representations: Exploring the Chip Model for Integer Subtraction.- Chapter11: Commentary on Chapters 1 to 3 – Using Meaningful Analogies to Reflect on and Make Sense of Integers.- Chapter12: Commentary on Chapters 4 to 7 – Students’ Learning of Integer Addition and Subtraction using Models.- Chapter13: Commentary on Chapters 8 to 10 – Teachers’ Knowledge and Flexibility: Understanding the Roles of Didactical Models and Word Problems in Teaching Integer Operations.- Chapter14: Reflecting on the Landscape: Concluding Remarks.