Inclusive curriculum design for mathematics education: the role of Floats & Anchors in understanding integers

Abstract

Developing a conceptual understanding of integers is notoriously challenging for middle school students. The teaching and learning of integers is predominantly approached by extending whole number understanding to negative integers using a mathematical model or metaphor. Existing research has investigated the impact of integer models on students’ understanding, each with strengths and weaknesses that contribute to an overall need for continued research. This study investigated: What characteristics of a comprehensive curricular unit best support students’ understanding of integers and integer operations? Data was collected and analyzed using Design-Based Research methodology. Re-design decisions were informed by theoretical underpinnings from the Lesh Translation Model and Universal Design for Learning principles. The final unit merged integer models with Floats & Anchors as a unified metaphor. The findings from this study revealed six key characteristics that best support students' conceptual understanding of integers and integer operations.