NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1105804
Record Type: Journal
Publication Date: 2013
Pages: 3
Abstractor: As Provided
ISSN: EISSN-2156-1400
Toward a Coherent Treatment of Negative Numbers
Kreith, Kurt; Mendle, Al
Journal of Mathematics Education at Teachers College, v4 n1 p52-54 Spr-Sum 2013
The transition from whole numbers to integers involves challenges for both students and teachers. Leadership in mathematics education calls for an ability to translate depth of understanding into effective teaching methods, and this landscape includes alternative treatments of familiar topics. Noting the multiple meanings associated with the horizontal bar that is often referred to as "minus sign," the authors introduce a novel notation intended to address this ambiguity. In this system, the symbol "-" is reserved exclusively for subtraction. The four arithmetic operations and the concept of a number's opposite are then illustrated in light of such a notational shift. A valuable aspect of this excursion is that it encourages teachers to reflect on the relationship between some important mathematics and the pedagogical approaches they now use.
Program in Mathematics and Education, Teachers College, Columbia University. 525 West 120th Street Box 210-M, New York, NY 10027. Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A