ABSTRACT
This descriptive qualitative study examined the difficulties encountered by teachers and learners in mathematics lessons involving integer operations. Findings showed that learners consistently struggled to understand concepts, analyze and apply rules, and handle unlike signs, especially with large numbers. In addition, they had trouble combining negative values and following sign rules. In subtraction, difficulties involved whole-number manipulation and rule accuracy. In multiplication and division, persistent problems with sign rules and large numbers led to errors and hesitation. Teachers attributed these issues to short attention spans, weak comprehension, limited prior knowledge, low motivation, poor memory retention, math anxiety, and low self-confidence, compounded by limited instructional materials available. Overall, the results highlight the need for strengthened foundational instruction, sustained motivation, and targeted interventions to improve mastery of integer operations.
Keywords: Difficulties, Teachers, Learners, Mathematics Involving Integers, Program Intervention
INTRODUCTION
Mathematics plays a crucial role in our daily lives. It can be rightly said that a citizen of the modern world cannot afford to be ignorant of mathematics because the world we live in is highly mathematical. Therefore, effective mathematics instruction at all levels of education is absolutely necessary. Quality mathematics education at higher levels can only be achieved if a strong mathematical foundation is mastered.
Mathematics is perceived as a challenging subject by many students. Research indicates that learners often describe mathematics as frustrating and confusing, particularly when instruction emphasizes isolated facts, rules, and formulas without sufficient conceptual understanding. Such perceptions can negatively influence students’ attitudes, confidence, and overall performance in mathematics (OECD, 2023; Frontiers Media, 2022). Learners feel hard to understand concepts and word problems and lack of motivation to continue trying in getting the right answer.
Many students enter high school with weak concepts and skills in mathematics. One of these foundational skills and areas of knowledge is understanding integers. A crucial foundation for solving various equations, such as performing operations on integers, involves understanding the signs of the numbers as well as the signs of the required operations.
This often causes confusion for students when they encounter questions that require performing operations on integers, especially when asked to solve problems with integers within an allotted time, aiming to compute more efficiently and with better conceptual understanding.
The concept of integers forms the foundation of algebra in primary school mathematics and is considered an important prerequisite for higher mathematics courses.
Additionally, this concept symbolizes the transition from concrete thinking to abstract thinking. The role of methods and models is crucial since 6th-grade students, who are in the process of transitioning from concrete to abstract operations, encounter the concept of integers for the first time.
In the past, the concept and operations of integers were taught using algebraic rules, rather than being explained with models. Innovative strategies, including various methods and models, are now employed to help students learn and understand abstract concepts, such as integer calculations.
The researcher observed that most high school students struggle with mathematics. It is also a general observation that high school students lack proficiency in basic math skills. Mathematics teachers often complain about students’ lack of mathematical skills, particularly when it comes to learning integers and performing the four fundamental operations.
At Janiuay National Comprehensive High School, where the researcher is currently teaching, she observed learners' difficulty in mathematics across all lessons. It was later discovered that their challenges stem from issues related to integers and the four fundamental operations. All lessons or topics in the subject involve integers, and students are unaware of the rules, which leads to incorrect answers. Sometimes, they are unable to arrive at any answers at all.
As a mathematics teacher, the researcher conducted this study because she has observed and experienced the low level of mastery and the difficulties learners face in mathematics, particularly with integers and the four fundamental operations. This situation sparked the researcher’s interest in studying and contributing to finding a solution to the challenges students face today.
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