This study was designed to determine if it was feasible and appropriate to place the concept of integers as directed distances in the curricula for students in grades 3-5. Also investigated was whether the level of understanding of left-right conceptualization affected the understanding of the concept of integers and if sex classification affected the understanding of the concept of integers. A nine-day treatment was conducted by regular classroom teachers using an inductive teaching method. Prior to treatment, each subject was tested to determine the level of left-right conceptualization. The subjects were 49 third-grade students, 56 fourth-grade students and 52 fifth-grade students. Analysis revealed a significant difference in achievement among levels of left-right conceptualization in grades 3-5. The investigators concluded that teaching the concept of integers as a directed distance in the third grade would not be as advisable as in the fourth and fifth grades. (MK)