Abstract
The usual method of teaching negative numbers is by means of a “number scale” illustrated by thermometers, bank balances and the like—This method suffers from the disadvantage that the properties discussed are those of measurement and not of number. When the important step of abstraction has to be taken and negative numbers handled in their own right, the break is considerable, and many children fail to master the addition and subtraction of negative numbers in (for example) equations and logarithms with negative characteristics.
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