ERIC Number: ED389549
Record Type: RIE
Publication Date: 1995-Oct
Negative Numbers in the Teaching of Arithmetic. Repercussions in Elementary Algebra.
This article reports the results of a questionnaire applied to secondary school students (n=35) to explore efficiency in the resolution of equations in the domain of whole numbers and the spontaneous responses to problems leading to negative solutions. The most significant results obtained with the questionnaire are the lack of knowledge of the double use of brackets in arithmetic expressions, the partial comprehension of the operation of subtraction, and the difficulty in the operativity of expressions with double signs. The conclusions of this research suggest recommendations for the teaching of whole numbers. Contains 13 references. (Author/MKR)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (17th, Columbus, OH, October 21-24, 1995). For entire conference proceedings, see SE 057 177.