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.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: International Journal of Mathematical Education in Science and Technology
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
