Ten Answers: Why Multiplying Two Negatives Is Positive
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| Title: | Ten Answers: Why Multiplying Two Negatives Is Positive |
|---|---|
| Language: | English |
| Authors: | Cheng- Yao Lin, Kuan- Chun Chen, Jie Shi Liew, Ho-Feng Chueh |
| Source: | Mathematics Teacher: Learning and Teaching PK-12. 2024 117(11):813-823. |
| Availability: | National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail: publicationsdept@nctm.org; Web site: https://pubs.nctm.org/ |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Descriptive |
| Descriptors: | Mathematics Education, Mathematics Skills, Number Concepts, Multiplication, Common Core State Standards, Mathematics Instruction, Teaching Methods, Visual Aids, Prior Learning, Time, Memorization, Models, Scientific Concepts |
| DOI: | 10.5951/MTLT.2023.0351 |
| ISSN: | 0025-5769 2330-0582 |
| Abstract: | Understanding negative numbers can be challenging for many students, as these concepts may seem less tangible than counting objects, which are commonly represented by positive numbers. In addition, the multiplication of two negative numbers resulting in a positive might appear inconsistent and puzzling to young learners who are used to seeing the multiplication of two positive whole numbers always resulting in a larger positive number. In this article, the authors present ten instructional models based on Common Core Standards for teaching the multiplication of negative numbers (National Governors Association Center for Best Practices & Council of Chief State School Officers, 2010). The models incorporate visual aids and various learning opportunities that build on students' previous knowledge, the concept of time, and connections to scientific knowledge. These models aim to help students better understand why multiplying two negative numbers produces a positive result, in contrast with the traditional method, which relies heavily on memorization techniques. |
| Abstractor: | ERIC |
| Entry Date: | 2024 |
| Accession Number: | EJ1447874 |
| Database: | ERIC |
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