Self learning of negative number concepts by lower division elementary students through solving computer-provided numerical problems

Research has identified difficulties in students' understanding of concepts of either signed or negative numbers and in operations on these numbers. The present study examines the feasibility of teaching certain negative number concepts and procedures to students of a much younger age than is presently done in schools. The method suggested employs the computer for promoting autonomous learning processes through solving challenging problems that are adapted to students' aptitudes, using the number line as an intuitive model. Two fourth grade classes served as the treatment and no-treatment groups. The findings support prior evidence that students have pre-instructional intuitions and informal knowledge of negative numbers and can perform simple operations on them. Such knowledge and intuitions show for high achievers to a much larger extent than for low achievers. Students' related misconceptions are also identified. Pre- and post-treatment tests and interviews reveal that students who received the treatment gained significantly more than those in the no-treatment group regarding all but one of the concepts and procedures of the negative numbers and on the overall score on the test. Low achievers gained at least as much as the high achievers, indicating that the method used here of adjusting the level of challenge to students' aptitude works well. Performing operations on negative numbers proves to be particularly difficult for the lower-achieving students.This research was supported by the BASIC RESEARCH FOUNDATION administered by the ISRAEL ACADEMY OF SCIENCES AND HUMANITIES.