ABSTRACT
This study aimed to assess Grade 7 students' understanding of basic integer operations at Carvasana National High School using the Enhanced Regional Unified Numeracy Test (E-RUNT) Post-test results. Using a research and development framework with comprehensive enumeration sampling, the study evaluated students' proficiency in basic operations, identifying subtraction as the least proficient. The study recommends customized teaching strategies, aligning with previous research. As a result, the Integer Instructional Infographic (3I) was developed to address deficiencies in integer operations, in line with learner-centered and inclusive education principles. Document analysis identified common challenges in integer operations. Overall, this research provides valuable insights for tailoring teaching methods and interventions to enhance students' mathematical comprehension. The 3I material is a carefully designed, evidence-based solution aimed at addressing educational gaps and promoting inclusive, relevant education.
Keywords: Analysis, E-RUNT, Integers, Instructional Materials
INTRODUCTION
In mathematics, the foundational concepts of integer operations are essential, serving as a crucial prerequisite for students before delving into more advanced topics, as emphasized by Zainudin, Amin, and Fatah (2022). In a related vein, Permata, Wijayanti, and Masriyah (2018) have also emphasized that a solid grasp of numerical operations is indispensable as one of the fundamental building blocks in algebraic learning. Neglecting to comprehend these foundational concepts correctly can potentially give rise to misconceptions.
Khalid and Embong (2019) identified several sources of errors in integer operations, which include carelessness, inadequate foundational knowledge such as difficulties with basic multiplication and division of whole numbers, struggles with adapting to the concept of integers due to their familiarity with whole numbers, and confusion resulting from a surface-level understanding of rules.
Furthermore, Hernan and Sovia (2019) highlighted that slow learners tend to make four main types of errors when solving integer operation problems, encompassing comprehension errors, transformation errors, process skill errors, and encoding errors. Additionally, Zainudin, Amin, and Fatah (2022) reported that students commonly make errors in various aspects of solving integer operation problems, including reading errors, comprehension errors, transformation errors, process skill errors, and conclusion drawing errors.
To address these challenges, one effective learning approach identified by Khalid and Embong (2019) is guided discovery learning, which incorporates real-world contexts into the learning process. The results of this analysis are expected to provide valuable insights to mathematics teachers, enabling them to better tailor their teaching practices for slow learners, especially when dealing with integer operation problems.
Examining the mistakes made by learners in integer operations is crucial, as it helps teachers pinpoint areas requiring attention and intervention. Yet, there is limited information available regarding the effectiveness of infographics as an instructional tool for teaching students the intricacies of integer operations.
Students often hold misconceptions about integer operations, such as believing that adding two negative numbers always results in a positive number. Addressing these misconceptions is essential to help students develop a correct understanding, especially considering their diverse learning needs.
This research aimed to identify errors in integer operations, providing the foundation for the development of instructional materials for Grade 7 learners in the public schools' district of Calinog I, Schools Division of Iloilo.
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