The teaching and learning of addition and subtraction of integers through manipulative in Brunei Darussalam

Sahat, N; Tengah, Khairul Amilin; Prahmana, Rully Charitas Indra

doi:10.1088/1742-6596/1088/1/012024

Cited by 8 publications

(15 citation statements)

References 5 publications

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“…Before the intervention, most students found the pretest complex and confusing. This confirms previous findings, arguing that most students have problems understanding how to add and subtract integers (Bofferding, 2010;Goh et al, 2017;Sahat et al, 2018;Toh et al, 2017). However, after the Gizmos intervention, most students improved their understanding, confidence, and excitement when solving integer tests, strengthening their positive perceptions of the Gizmos intervention.…”

Section: Discussionsupporting

confidence: 88%

“…He claimed that the number line approach does not perform subtraction of operations, particularly by subtracting a negative number from positive or negative numbers. Other methods, such as the use of counters, have been argued by Sahat et al (2018). They concluded that there was an increase in students' performance in integers when counters were used to teach and learn addition and subtraction of integers.…”

Section: Misunderstanding Of Students In Adding and Subtracting Integersmentioning

confidence: 99%

“…It is a branch of mathematics that uses numbers, notation, and symbols (Ogunleye, 2019). An important aspect of abstract mathematics, and one of the most fundamental concepts that students should be able to grasp, is integers (Sahat et al, 2018). The ability to manipulate integers is a necessary skill for students to succeed in almost all mathematical concepts (Chong et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

“…familiar with its education system, it has been well established that students in lower secondary schools have problems with adding and subtracting integers (Goh et al, 2017;Sahat et al, 2018;Toh et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

“…For example, Lim (2011) confirmed that exposing students to memorize the rule of integers makes them commit conceptual errors, which leads to the forgetfulness of instructional concepts. Sahat et al (2018) shared that using rigid algorithms to teach mathematics concepts such as integers is not beneficial for improving student understanding and performance since it only encourages procedural skills. This practice only makes students follow what is taught; thus, they cannot elucidate the process of getting their answers (Sarwadi & Shahrill, 2014).…”

Section: Introductionmentioning

confidence: 99%

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Learning through virtual manipulatives: Investigating the impact of Gizmos-based lessons on students’ performance in integers

2023

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Understanding integers is critical for further learning in mathematics. However, most students have difficulty understanding integers, especially how to apply sign rules. This study adopted a mixed-method and action research approach to investigate the impact of a virtual manipulative tool (Gizmos) on students’ performance in addition and subtraction of integers. It also explored students’ perceptions of the Gizmos-based intervention. A multistage sampling was used to select 44 year 9 students in one of the secondary schools in Brunei, who were subjected to a Gizmos-based lesson intervention on addition and subtraction of integers. Data were collected through pre-test, post-test, and interviews. Our paired sample t-test showed that student performance after the intervention improved significantly. The results also revealed that the Gizmos-based intervention provided an opportunity for students to play, learn, and visualize integers, enhancing their confidence, understanding, and performance. However, they found it challenging to memorize the rules during Gizmos-based lessons. Based on our results, Gizmos can be an effective tool that can help improve student performance in addition and subtraction of integers when carefully implemented. It has dynamic representative features that provide quick feedback to students when dealing with integers. It is recommended that teachers should continuously guide students to understand and apply sign rules and instructions in using Gizmos.

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Section: Discussionsupporting

confidence: 88%

Section: Misunderstanding Of Students In Adding and Subtracting Integersmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Learning through virtual manipulatives: Investigating the impact of Gizmos-based lessons on students’ performance in integers

2023

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Adapting Bruner’s 3-Tier Theory to Improve Teacher Trainees’ Conceptual Knowledge for Teaching Integers at the Basic School

Anamboi¹,

Benjamin²

2022

EUR J MATH SCI ED

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<p style="text-align: justify;">The focus of this action research was to adapt Bruner’s 3-tier theory to enhance conceptual knowledge of teacher trainees on integer operations. It looks into how learners' conceptual knowledge of integer operations changes over time, as well as their attitudes toward using the 3-tier model. Eighty-two (82) teacher trainees, who were in their first year semester one of the 2020/2021 academic year were purposely selected for the study. Data was collected using test and semi-structured interviews. The study found that using Bruner’s 3-tier theory contributed to substantial gains in conceptual knowledge on integers operations among learners. It was also found that learners proffered positive compliments about the Concrete-Iconic-Symbolic (C-I-S) construct of lesson presentation and how it built their understanding to apply knowledge on integers operations. Learners also largely proffered positive image about C-I-S construct as it aroused interest and activated unmotivated learners. On these bases, the study concludes that lessons presentations should mirror C-I-S construct in order to alleviate learning difficulties encountered on integer operations. To do this, the study suggests that workshops on lesson presentation using C-I-S construct be organized for both subject tutors, mentors and lead mentors to re-equip their knowledge and to buy-in the idea among others.</p>

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The Neutralization on an Empty Number Line Model for Integer Additions and Subtractions: Is It Helpful?

2020

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The number line and the neutralization model have been used very extensively in teaching integer additions and subtractions for decades. Despite their advantages, issues concerning subtractions on these models are still debatable. Therefore, the neutralization on an empty number line (NNL) model is proposed in this research to help students better understand the meaning of integer subtractions as well as additions. This report is a part of a design research study conducted in a classroom of 28 elementary school students at the fifth grade. Data were gathered by collecting students' written work, conducting interviews and observations during the teaching experiment. This paper focuses on students' perceptions of the NNL model and what factors that might contribute to students' achievements in understanding integer additions and subtractions. The analysis revealed that most students overemphasized on the use of the NNL model as a procedural method instead of as a model for thinking. Moreover, students' mathematical beliefs and conceptions on the use of the column strategy and the absence of a discussion on the need of using the model are found to be some factors that could cause students' misunderstandings. However, with a thorough planning, the NNL model has a potential to help students developing a meaning of integer additions and subtractions. AbstrakModel garis bilangan dan model netralisasi telah digunakan secara luas dalam pembelajaran konsep penjumlahan dan pengurangan bilangan bulat. Terlepas dari kelebihan pada masing-masing model, permasalahan pada operasi pengurangan yang melibatkan bilangan bulat negatif masih menjadi perdebatan yang hangat. Oleh karena itu, model netralisasi pada garis bilangan kosong (NNL) digunakan dalam penelitian ini untuk membantu siswa lebih memahami makna operasi pengurangan bilangan bulat serta penjumlahan. Makalah ini merupakan bagian dari penelitian design research yang dilakukan di kelas V suatu Sekolah Dasar dengan 28 siswa. Data diperoleh dari hasil jawaban siswa, observasi dan interview selama pembelajaran di kelas berlangsung. Makalah ini fokus pada persepsi siswa tentang model NNL dan faktor-faktor apa yang mungkin berkontribusi terhadap kesuksesan siswa dalam memahami penjumlahan dan pengurangan bilangan bulat. Analisis mengungkapkan bahwa sebagian besar siswa terlalu menekankan pada penggunaan model NNL sebagai metode prosedural daripada sebagai model untuk berpikir. Selain itu, keyakinan dan konsepsi matematika siswa tentang penggunaan strategi susun ke bawah dan tidak adanya diskusi tentang kebutuhan menggunakan model tersebut ditemukan menjadi beberapa faktor yang dapat menyebabkan kesalahpahaman siswa. Namun, dengan perencanaan yang matang, model NNL memiliki potensi untuk membantu siswa mengembangkan makna penjumlahan dan pengurangan bilangan bulat.. Kata kunci:Penjumlahan, Pengurangan, Negatif, Model Netralisasi Pada Garis Bilangan (NNL)

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The teaching and learning of addition and subtraction of integers through manipulative in Brunei Darussalam

Cited by 8 publications

References 5 publications

Learning through virtual manipulatives: Investigating the impact of Gizmos-based lessons on students’ performance in integers

Learning through virtual manipulatives: Investigating the impact of Gizmos-based lessons on students’ performance in integers

Adapting Bruner’s 3-Tier Theory to Improve Teacher Trainees’ Conceptual Knowledge for Teaching Integers at the Basic School

The Neutralization on an Empty Number Line Model for Integer Additions and Subtractions: Is It Helpful?

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