The Teaching and Learning of Integer Operations: The Case of Number Rule and Conventional Method

Abstract

This study looked at how to employ the Number Rule to help JHS students perform better when learning about integer addition and subtraction. To ascertain the impact of the Number Rule as an instructional aid in the teaching of addition and subtraction of integers on the performance of Junior High School students in mathematics, a mixed-method approach (mostly quasi-experimental and use of interviews) was used. It was simple to choose two schools. Both classes remained unaltered, with one serving as the control group (34 students) and the other (37 students) as the experimental group. The control group received instruction using the conventional approach, while the experimental group received instruction utilizing the Number Rule. With the help of a teacher-made achievement test with fifteen (15) essay-style questions, both groups were pre- and post-tested. According to the study's findings, pupils who were taught using the Number Rule approach did better on the post-test than those who were taught using the Conventional method. Additionally, the Number Rule method makes the lessons more time-efficient, simple to learn, engaging, and practical. As a result, it was suggested that teachers employ the number rule to teach mathematical concepts, particularly the addition and subtraction of integers. The study is significant to teachers and teacher trainees as the result depicts the effectiveness to the use of manipulative (number rule) in teaching and learning of integer additions and subtraction.

Keywords: Addition of Integers, Convention Method, Integers, Integer Operations, Manipulatives, Number Line, Number Rule, Operations on Integers, Subtraction of Integers, Whole Numbers

DOI: 10.7176/JEP/13-27-01

Publication date:September 30^th 2022