Abstract

Assessment studies from around the world have indicated student difficulties with integer operations, in particular with that of integer subtraction. The most commonly used model for integers and their operations, the number line, often in combination with the traditional subtraction rule, has been inadequate to produce understanding and performance. An alternative model, one based on neutralization of positive and negative quantities, was investigated in this study, and an individualized teaching experiment using this model was conducted with four grade seven students. Results of this teaching experiment are encouraging with respect to the construction of understanding, but not all obstacles were overcome. This study may be viewed as a pilot study which may be refined for further use.