Abstract
This study aims to determine the difficulties that middle school mathematics teachers have in teaching integers, the analogies they use to solve these difficulties, and the efficiency of these analogies. The study was conducted with 10 mathematics teachers, 6 females and 4 males, who were working in middle schools affiliated with the Ministry of National Education (MNE), selected using the convenience sampling method. The study used the case study design among the qualitative research methods. The data were collected using open-ended questions and analyzed using descriptive and content analysis. The findings were presented under three categories which are the difficulties they have in teaching integers, the curriculum on the subject of integers, and the analogies found in textbooks or used by teachers and their efficiency. Recommendations were made based on these findings. Centralized Early Childhood Development Policy of the early childhood education. Article visualizations:
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