本研究旨在探討高屏地區國小低年級的負整數概念，參考2014 年一篇研究美國加州 國小一年級學生負整數概念的期刊論文，製作一份負整數概念問卷，進行施測與資料收集 分析，共蒐集395 份有效問卷，包含高雄市106 份、屏東市198 份以及屏東縣91 份，之 後訪談了8 位學生，得到以下結論； 一、高屏地區低年級學生普遍沒有負整數概念。 二、高屏地區低年級學生的負整數概念存在地區性差異。 三、高屏地區二年級負整數概念明顯優於一年級。 四、高屏地區低年級與加州一年級學生「原生」負整數概念沒有差異。 五、 透過溫度情境、兄姊言論、題目敘述本身、減法變型、訪談中誘發、可以觸發少數 學生自我形成正規負數概念。

The purpose of this study is to explore the negative integer concepts of lower graders in elementary schools in the Kaohsiung-Pingtung area. We made a questionnaire based on the 2014 article, “Negative Integer Understanding: Characterizing First Graders’ Mental Models” in the “Journal for Research in Mathematics Education”. After collecting 395 pieces of data including 106 responses from Kaohsiung City, 198 responses from Pingtung City and 91 copies from Pingtung County, as well as interviews with 8 students, we obtained the following results: First, lower grade students from the Kaohsiung-Pingtung area generally have little concept of negative integers . Second, we found regional differences in negative integer understanding among lower graders from the regions of Kaohsiung and Pingtung. Third, the negative integer concepts of second graders are significantly better than those of first graders. Fourth, there is no difference in original negative integer understanding between the lower graders in the Kaohsiung-Pingtung area and first graders in the California area before teaching. Fifth, temperature situations, siblings’ conservations, narrative of problems, subtraction transformation, and the interview itself triggered a few students to form a formal negative concept.