摘要：This study is a series of Didactical Design Research in prospective analysis stage
to comprehensively identify some obstacles in learning negative integer in order to
capture how the learning process used by teachers and how the impact on students
in understanding the concept of negative numbers. This research is a case study
administered to seventh-grade students in one of the classes in a junior secondary
school in Indonesia to investigate how the teacher managed the learning process of
integers and identify students’ thinking construction. Involving a mathematics
teacher and 37 students, this qualitative study collected data from field
observations, interviews and document review. The data were analyzed by the
perspectives of learning obstacles based on Theory of Didactical Situation.
Findings show how teacher describes the negative integers and the arithmetic
concepts to the students and its contribution in causing misunderstanding on the
students. Within the framework of epistemological obstacles, the result of this
study is used as a basis for designing a learning program which can overcome
problems related to teaching and learning of negative integers.
关键词：teaching; learning; mathematics teachers; negative integers; students
misunderstanding; structure of thinking
