Date: Dec 1, 2012 10:25 AM
Author: Joe Niederberger
Subject: Re: Some important demonstrations on negative numbers
>Bottom line: student's common-sensible mathematical encounters with mathematical quantities are their only (conceptual understanding) means of personally deriving arithmetic and functional "numeracy." Without
quantitative derivations, they are forced to play the (risky) game of tying to play scholastic "conventions."
So, Clyde, can you briefly sketch your approach to introducing negative numbers and their rules, esp. the infamous one? Any key points?