Abstract
Many related studies have studied many different models in the teaching of the concept of integer, which have reported that counters failed to completely help with the understanding of the concept of and operation modeling in integers. The purpose of the present research is presenting the which is a quantitative model, unlike thermometer, elevator, sea level, or number line, which are directional models. Additionally, it presents solutions to the problem of learning the concept of and operations in integers through models used in teaching integers for primary school 6th grade students. Opposite model is an integer model, which is based on theory and enables the easy learning of the concept of integers and addition and subtraction operations tested with experimental study by [9]. The present research is believed to contribute students' meaningful learning of the concept and operations of integers and alternative thinking through opposite model. The present research discusses the necessity of opposite model, which is to be offered as an alternative mathematical model for teaching the concept of integers and addition-subtraction operations, in light of the findings obtained through literature review.
Highlights
The concept of integer is the basis of algebra learning domain in primary school mathematics teaching and it is considered as an important pre-condition for mathematics course
The role of the methods and models is important since 6th grade students, who are in the period of transition from concrete operations to abstract operations, encounter the concept of integer for the first time
The present research offers solutions to the problems primary school second level students experience in explaining the concept of and operations in integers
Summary
The concept of integer is the basis of algebra learning domain in primary school mathematics teaching and it is considered as an important pre-condition for mathematics course. Teachers require meaning models that help students form schemas on their minds so Universal Journal of Educational Research 7(2): 365-370, 2019 that they can present the subject, which forms the basis of algebra, at a conceptual levels, because learners cannot realize a deep meaningful learning as long as they are just provided with rules [16] On this issue, a study includes suggestions for enriching alternative models and activities that teachers can use in their classes [32]. The present research offers solutions to the problems primary school second level students experience in explaining the concept of and operations in integers It discusses the necessity of opposite model, which is to be offered as an alternative mathematical model for teaching the concept of integers and addition-subtraction operations, in light of the findings obtained through literature review
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