I.
INTRODUCTION
- The concept of number sense first appeared theoretically in the report published by
NCTM in 1989 (NCTM, 1989). Although this concept is a very important concept that
includes the meaning of numbers and the relationship between numbers, it is very
difficult to make a clear definition of it.
- The concept of number sense, which we can observe on the basis of many
mathematical perceptions, can be seen as the basis of the perception that mathematics
is difficult (Dunphy, 2007). If we dwell on this situation, we can undoubtedly
encounter deficiencies in understanding numbers.
- This is followed by the ability to compare numbers because although Yang (2003)
states that comparison of numbers helps order numbers correctly, the relationship
between numbers in terms of quantity could be said to be necessary as well.
- This leads us to the semantic intensities of the numbers, and though indirectly, it
basically leads us to a concept based on "meaning". Therefore, we can get down to the
basis of numbers and consider the messages they want to give us theoretically and
practically.
- It is also possible to consider integer in this way, a concept which we cannot place in
our world of meaning in daily life or which we have difficulty in finding an equivalent
for. For integers that have an abstract world of meaning, a misconception may occur
between the integer sign and the sign used for operation (MNE, 2009).
- The difference between the two can lead to the shaping of the semantic world, and, in
this respect, it results in narrowing or expanding the context of the subject. However,
despite all, it is necessary to examine the relationship between the concepts of
"negative" and "minus". For example, let's consider the subtraction of a negative
integer from a positive integer, which is included in the teaching process in subtraction
of integers.
- When the operation of 3-(-4) is examined, it is seen that there are two signs of -. In this
case, it is possible to conclude that the meanings of the signs are different. It could be
stated that the first sign of - that we come across belongs to the subtraction and the
second sign of - belongs to the number indicating the concept of direction (Erdem,
Başıbüyük, Gökkurt, Şahin and Soylu, 2015).
- As a matter of fact, the student’s pre-learning of these concepts during the teaching
phase is also of great importance. The reason is that readiness constitutes one of the
basic building blocks in the teaching process (Harman and Çelikler, 2012).
- This study examined how to create knowledge about integers in the teaching of
subtraction, which is one of the topics that will support the level of readiness for the
teaching process of integers.
- It is thought that the subject of integers, first taught in the 6 th grade (Zengin, 2014),
can be based on subtraction because the first encounter with this sign is again by
subtraction although the meaning of the sign of ‘–’ changes. The subject that needs to
be investigated is how the meaning of the sign of –, which will have different
meanings in integers in the teaching process of subtraction, can be introduced (Bell,
1983).
- When the literature was examined, no information was found about the concepts
which allowed the transition to the concept of integer and the preliminary learning of
the concept. In this respect, this study aimed to investigate the effect of subtraction,
which can create preliminary learning, on the concept of integers.
- In the first stage of the study, based on the outcome of "can do addition and
subtraction with maximum five-digit numbers", which was included in the 5th grade
curriculum, the concept of integer and the concept of – (minus) were tried to be
understood together with the method of subtraction that the students focused on. The
second step in the study would be the interpretations to be made in the process where
the students would examine the meaning of integers at the 6th grade level.
CONCLUSION
In the first phase of the study, in order to prepare the basis for the teaching of integers, we
tried to make students familiar with the concepts of integers using a method that required
analysis of units, tens and hundreds used in subtraction, and the feedback we received from the
students allowed us to have a partial idea. For example, the students started to use the concept of
– (minus) spontaneously, even though no definition was made, and they did not find this
situation strange at all. The fact that the subtraction process of integers taught in 7th grade, the
students used the statement of “Does it become minus when the larger is subtracted from the
curran?” showed that this basic learning should be achieved in 5th grade. In addition, as the
students were more prone to the metaphorical approach than the older students, it was concluded
that the sub-grounds of the conceptual learnings regarding the analogies obtained were better
designed. Similarly, it was observed in the conversations between the students that the
foundation of operational learning was laid and that the students did the addition and subtraction
operations of integers without any prior knowledge. As it can be understood from here, it is
possible for students to make new inferences with the knowledge they already have and to put
these inferences into action.
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