Design Phase Implementation Phase Analysis Phase

Daily Implement- Assess-Revise

Literature review Retrospective, Summative Analysis
Daily formative assessment
Design of instructional sequence using RME Implications for revisions to instruction theory
Thought experiment
Table 1.The FINAL instructional theory for integer addition and subtraction

Possible
Activity/Taken-as- Possible Topics of
Phase Tool Imagery gesturing and
shared Interests Mathematical Discourse
metaphors
ONE Net Worth Assets and debts are Learning finance terms Conceptualizing an asset
Statements quantities that have as something owned, a
opposite effect net debt as something
worth owed
Conceptualizing a net
worth as an abstract
quantity (not tangible)
TWO Net Worth Differences in Determining a person’s Different strategies for Pay Off
Statements Collections of assets & net worth finding net worth’s
(Vertical Collections of debts Who is worth more?
number
line)
THRE Symbol (+ + means asset and – Determining and Different strategies for Pay Off
E and -) means debt comparing net worth’s finding net worth’s
Creating additive
inverses as objects
FOUR Good decisions increase Which transactions have When taking away an Arms moving up
net worth Bad decisions good and bad effects on asset is this good or bad? and down to
decrease net worth net worth When taking away a debt indicate good or
is this good of bad? bad movements
Judging the results of
transactions and
therefore direction to
move on a number
line
FIVE Vertical Empty number line to Transactions How do various Arms moving up
number line express (+ and -) Reasoning with number transactions affect net and down to
(VNL) movements line to find a net worth worth indicate good or
Model of to after a transaction has Going through zero bad movements
model for occurred The affect of different
transition Pay Off
transactions
Different strategies for
finding net worth’s
SIX Unknown Determining different Inventing integer rules Pay Off
transaction/ possible transactions +(+) = +
Net Worth -(-) = +
problems +(-) = -
-(+) = -
Table 2.The hypothetical learning trajectory at the BEGINNING of year three

Possible
Activity/Taken-as- Possible Topics of
Tool Imagery gesturing and
shared Interests Mathematical Discourse
metaphors
Net Worth Assets and debts are  Conceptualizing an asset
Statements quantities that have as something owned, a
Template opposite effect on net
debt as something owed
worth
 Conceptualizing a net
worth as an abstract
quantity (not tangible)
Net Worth Differences in  Determining a Different strategies for finding
Statements Collections of assets person’s net worth net worth’s
& Collections of
 Who is worth
debts
more?
 Symbol (+ and + means asset and –  Determining net  Different strategies for
-) means debt worth finding net worth’s
 Transactions  Creating additive inverses
as objects
 How do various
transactions affect net
worth
Net Worth Good decisions Reasoning with  Going through zero Arms moving up
Statements increase net worth number line to find a  The affect of different and down to
(Vertical Bad decisions net worth after a indicate positive
transactions
number line) decrease net worth transaction has or negative
occurred  Different strategies for affects
finding net worth’s
Coffee Spill Empty number line to Determining different Inventing integer rules Up and down
Net Worth express (+ and -) transactions +(+) = + movements with
Statements movements -(-) = + arms
+(-) = -
-(+) = -
Unknown Determining different
transaction/ possible transactions
Net Worth
problems

Table 3.Sample activities from pre- and post- Interviews and surveys
 Two Sample Items form the Integers Pre- and Post-Survey
Fill in numbers to make this sentence true:

+ + + - = +6
+ - +
Fill in numbers to make this sentence true:
- - - = +4

+ - +

Table 4.Sample activities from pre- and post- Interviews and surveys (continued)

Two Sample Items from the Integers Pre- and Post-Survey

1. The statement are given in the following. Decide whether the statement is true or not.
Explain your reasoning.
a. If you subtract negative integer from the positive integer, the answer is always positive integer.
b. If you subtract negative integer from the positive integer, the answer is always negative integer.
2. Find which statement has greater answer doing any calculations. Explain your reasoning.
a. +7.60 +1000 OR + 7.650 – 1000
b. -3500 = 250 – OR + 3.500 – 250
c. -2.000- - 500 OR +2.500 + *500