Negative Numbers: Are They Harder to Represent Than Positive Numbers?

• In Event: The Impacts of Knowledge and Beliefs on Achievement in Mathematics

Abstract

Although knowledge of negative numbers is a key component of mathematic success, little research has been done to explore negative numbers with the use of a number line task. In the current study, we explored how middle school students represent negative numbers with the use of a negative number line task. One-hundred-twenty-five sixth grade students and one-hundred-eleven seventh grade students completed twelve number line tasks on a -10,000 – 0 scale. Results suggest that both sixth and seventh grade student representations are more linear than logarithmic. Furthermore seventh grade students rely less on a logarithmic representation than sixth graders; a similar pattern is existent with positive numbers.

Authors

• Laura K Young, Temple University

• Julie L. Booth, Temple University