Toward a Coherent Treatment of Negative Numbers

Autor/inn/en	Kreith, Kurt; Mendle, Al
Titel	Toward a Coherent Treatment of Negative Numbers
Quelle	In: Journal of Mathematics Education at Teachers College, 4 (2013) 1, S.52-54 (3 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2156-1400
Schlagwörter	Numbers; Number Concepts; Mathematics; Mathematics Education; Mathematics Instruction; Subtraction; Arithmetic; Symbols (Mathematics); Mathematical Concepts; Mathematics Teachers; Fractions; Multiplication; Addition; Equations (Mathematics); Teaching Methods + Suchen Sie Ihr Suchwort? Zahlenraum; Number concept; Zahlbegriff; Mathematik; Mathematische Bildung; Mathematics lessons; Mathematikunterricht; Subtraktion; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Mathematics; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Bruchrechnung; Multiplikation; Equations; Gleichungslehre; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	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. (As Provided).
Anmerkungen	Program in Mathematics and Education, Teachers College, Columbia University. 525 West 120th Street Box 210-M, New York, NY 10027. Web site: http://www.tc.columbia.edu/jmetc
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01