INTEGRATIVE REVIEW OF THE TEACHING AND LEARNING OF INTEGERS: ARITHMETIC THINKING IN BASIC EDUCATION

Abstract

The teaching and learning of integers represents a significant conceptual challenge in mathematics education, requiring approaches that transcend the simple memorization of operative rules. This study performs an integrative review of the international literature on the subject, analyzing the main pedagogical strategies used in the introduction and understanding of the concept of negative numbers. The research identifies successful methodologies, such as the use of visual representations, educational games, metaphors, and metacognitive strategies, highlighting their advantages and limitations in the development of students' arithmetic thinking. In addition, the importance of adaptive teaching is emphasized, which considers sociocultural factors and promotes the continuing education of teachers to deal with recurrent conceptual difficulties. From the critical analysis of existing approaches, an integrative structure is proposed that combines intuition, cognitive conflict, and progressive formalization, favoring more meaningful and lasting learning. The study also points out gaps in the literature, such as the absence of longitudinal research on conceptual retention and the need for greater articulation between cognitive neuroscience and the didactics of integers. It is concluded that the teaching of this concept requires pedagogical planning that balances innovation and theoretical foundation, enabling students to understand and apply integers in a broad and contextualized way.

DOI: https://doi.org/10.56238/sevened2024.038-019