Encouraging Student’s Emergent Model in Understanding Negative Number

DOI

10.2991/assehr.k.201230.176How to use a DOI?

Keywords

Emergence of model, Negative numbers, HLT

Abstract

The negative number is broadly known as an unique concept that understudies struggle to get it. Giving a few rules of addition or subtraction including negative numbers might not effectively offer assistance the understudies to get a handle on the meaning of negative numbers. The point of the study is to explore the students’ emergent model for making sense negative numbers. The study use Design Research approach. The discoveries recommended that the planned activities counting a few games to which the development of model occurred can progress students’ conceptual understanding of addition including negative numbers.

Copyright

© 2021, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Weni Dwi Pratiwi
AU  - Nyimas Aisyah
AU  - Elika Kurniadi
PY  - 2021
DA  - 2021/01/02
TI  - Encouraging Student’s Emergent Model in Understanding Negative Number
BT  - Proceedings of the 4th Sriwijaya University Learning and Education International Conference (SULE-IC 2020)
PB  - Atlantis Press
SP  - 648
EP  - 652
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.201230.176
DO  - 10.2991/assehr.k.201230.176
ID  - Pratiwi2021
ER  -