Abstract
Summary According to Piaget, children who have not yet reached a stage of Formal Operations are unable to cope with concepts involving second‐order relations. Subtraction of negative integers necessarily involves second‐order relations. Children at a level of Concrete Operations are more dependent on models than students who have reached the Formal Stage. No existing teaching model of negative numbers fully represents all the phenomena involved in operations on negative numbers. This paper suggests that children be introduced to negative numbers through various models but that, apart from addition, operations on integers be delayed until the stage of Formal Operations.
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More From: International Journal of Mathematical Education in Science and Technology
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