本研究旨在研究國內六年級學生是否能學會負數，是否能達到國外同齡學生的程度。參考國內外不同版本的教科書，自行設計課程內容及教學方法，藉由研究者前往教學現場進行教學，以探討國小六年級學生對負數概念的學習成效，並期許學生能達到國外同齡學生的數學水平。
本研究同時進行量化與質性的研究。在量化方面，本研究採用採用前後測準實驗研究法，對台北市某國小四個班級的 76 位六年級學生進行教學實驗。資料分析以成對樣本t檢定的方式，來探究接受教學後受試者在學習成效測驗上的差異情形。
本研究的量化研究發現，接受教學後的學生其學習成效明顯高於接受教學前的時候，特別是對平時學業表現較好的學生，學習成效達到顯著的差異。因此推論在國小高年級進行負數單元的初步教學是可行的，能提升未來在與國中課程銜接時的學習效率。
質性研究方面，我們著重在學生是否具備跟負數相關的能力。諸如能繪製包含負數的數線、比較負數的大小、簡單整數的加減、相對量、負數和減號的讀法，並根據學生在課程及測驗的表現進行分析並找出學習困難的原因或學生能成功學習的證明。並且我們在應屆學生畢業升上國中正式學習負數後對部分學生進行訪談，透過問答了解提前授課對學生的幫助和學生對不同教學方法的接受程度。
最後本論文依據研究結果，對國小實施負數單元教學、課綱改革以及未來之相關研究提出建議。

The purpose of this study is to design curriculum content and teaching methods based on the first section "Negative Numbers and Number Lines" in the "Integers and Number Lines" unit of the domestic junior high school mathematics textbook (Kang Hsuan). The researcher will conduct teaching in the classroom to explore the learning effectiveness of upper-grade elementary school students regarding the concept of negative numbers.
This study employs a quasi-experimental pretest-posttest design, conducting a teaching experiment with 76 sixth-grade students from four classes in an elementary school in Taipei City (with one foreign student providing data for international students). Data analysis will utilize paired sample t-tests to investigate the differences in learning outcomes on the assessment after the instruction.
The quantitative findings of this study indicate that students' learning outcomes after instruction are significantly higher than before, particularly for those with better academic performance. This suggests that preliminary teaching of the negative numbers unit in upper-grade elementary school is feasible and can enhance learning efficiency when transitioning to junior high school curricula.
At the beginning of the experimental teaching, the researcher used concrete examples to help students discover and understand the concept of negative numbers, receiving a certain level of response during the instruction. This shows that the life experiences of domestic students are related to the negative numbers curriculum. By leveraging these life experiences, we assist students in learning about negative numbers and applying what they have learned to other real-life situations, promoting learning transfer. Notably, since students have already encountered thermometers in natural science contexts, we designed a curriculum starting from temperature to bridge their old and new experiences.
In terms of qualitative research, we focus on whether students possess abilities related to negative numbers, such as drawing number lines that include negative numbers, comparing the magnitude of negative numbers, performing simple addition and subtraction with integers, understanding relative quantities, and reading negative numbers and subtraction signs. We analyze students' performances in lessons and assessments to identify the reasons for learning difficulties or evidence of successful learning.
Finally, based on the research findings, the researcher offers suggestions for implementing negative number unit instruction in elementary schools, curriculum reform, and future related studies.

林保平(2005)。正負數的概念及其加減運算(續)。科學教育月刊，(278)，2-12。
林保平(2005)。正負數的概念及其加減運算。科學教育月刊，(277)，10-22。
洪萬生(2016)。如何說數學故事?推薦負數史的一個版本。國立台灣師範大學。
唐書志(1998)。負數迷思。《HPM通訊》，1(2)。
徐偉民、柯富渝(2014)。臺灣、芬蘭、新加坡國小數學教科書幾何教材之比較。教科書研究，7(3)，101-141。
國家教育研究院 (2007 )。數學領域影音資料:數學史一負數的時光之旅。台北:國家教育研究院。
張憲庭(2004)。析論國小分數教學的困境與突破。國教輔導，44(1)，41-45。
教育部（2018）。十二年國民基本教育課程綱要國民中小學暨普通型高級中等學校─數學領域。教育部。
教育部（2021）。十二年國民基本教育課程綱要。教育部。 取自
https://www.naer.edu.tw/PageSyllabus?fid=52
郭書春(1995)。中國古代數學。台灣商務。
陳玉芬、單維彰(2021)。符號語言學作為數學的教學進路初探-以負數的概念模型譬喻為例。台灣數學教師，42(1)，1-16。
陳玉芬、趙子揚、單維彰(2023)。數學識讀文本教學對數學素養之影響-以負數單元為例。台灣數學教育期刊，10(2)，27-54。
陳淑娟(2013)。負數史與負數教學中的美感意涵。教育實踐與研究，26(2)，133-160。
傅海倫、陳偉(2014)。中國數學史中的正負數及其運算法則。數學教育，36。
單維彰(2018)。論知行識作為素養培育的課程架構－以數學為例。台灣教育評論月刊，7(2)，101-106。
黃光雄、蔡清田(2015)。課程發展與設計新論。五南書局。
楊德清(2016) 台灣、美國、新加坡、大陸與芬蘭國中階段數學教科書內容之比較研究。國立嘉義大學。
萬金娟(2023)。負數的初步認識-教學片段與思考。小學數學教育。
數學1上。康軒文教。
數學1上。翰林出版。

Ball, D. L. (1993). With an eye on the mathematical horizon: Dilemmas of teaching elementary school mathematics. The Elementary School Journal, 93, 379–397.
Bruno, A. and Martinon, A. (1999). The teaching of numerical extensions: The case of negative numbers. International Journal of Mathematical Education in Science and Technology, 30(6), 789–809.
Chang, C. Y. (2002). Does computer assisted instruction problem-solving improved science outcome? A pioneer study. The Journal of Educational Research, 95(3), 143–150.
Gagatsis, A. (2022).A review of the research in teaching and learning the negative numbers: an “action research” concerning the application of the geometrical model of the number line. Didattica della matematica Dalla ricerca alle pratiche d'aula, 11, 9-32.
Hativa, N. and Cohen, D. (1995). Self learning of negative number concepts by lower division elementary students through solving computer-provided numerical problems. Educational Studies in Math, 28(2), 401–431.
Hefendehl-Hebeker, L. (1991). Negative numbers: Obstacles in their evolution from intuitive to intellectual constructs. For the Learning of Mathematics, 11(1), 26–32.
Stein, M. K., Remillard, J. and Smith, M. S. (2007). How curriculum influences student learning. Second handbook of research on mathematics teaching and learning, 1(1), 319-370.
Vlassis, J. (2004). Making sense of the minus sign or becoming flexible in ‘negativity’. Learning and Instruction, 14, 468–474.
Zhu Y and Fan L-H (2006). Focus on the Representation of Problem Types in Intended Curriculum: A Comparison of Selected Mathematics Textbooks from Mainland China and the United States. International Journal of Science and Mathematics Education, 4, 609-626.