This paper aims at elucidating the difficulties experienced by the junior class in learning integers , and offer educative solutions in dealing with them. The research methodology used in the study was qualitative research which falls under an interpretivist paradigm to enhance the understanding of the challenges. Information was gathered through written tests and interviews with a group of 40 learners on the tests and 5 learners for interviews basing on their performance in the pilot tests. The results of written test showed that students make mistakes like adding and subtracting integer incorrectly, misunderstanding of when to use signs and the sign of the answer, and do not know when and how to use the distributive property. Interviews offered the elucidation on learners’ conceptual development and revealed misunderstanding and confusion, especially with the use of negative signs.

The results of this study also call for early childhood intervention, the teaching of new concepts and the use of assistive material in the endeavor to improve learners’ understanding about the integers. The article suggests the development of pre and post tests when the learners are placed in Grade 9 in order to better determine the extent of the given group’s deficiencies in knowledge and learning processes and then to develop corresponding lessons. Using numbers rather than stressing on rules, employing number lines and real life situations as solutions to the representation of negatives, and utilization of visuals and the teaching games as possible solutions. Also, the constant enhancement of professionalism among teachers and using more group work and other practical sessions aimed at reactivating learners’ knowledge is encouraged.

The justification of this study is to enable the educators to help learners develop the strong basics of Mathematics so that they can enhance their performance in the subject. The findings suggest that such difficulties can only be addressed by specific approaches to learning and teachers’ training and professional development. Finally, it is recommended that the educators should embrace them in order to enhance the learning of Mathematics. Introducing the teaching strategies described in the current article, teachers can assist learners in grounding themselves in good mathematics, which will further prepare them for higher level mathematics credit.

Keywords: Misconceptions, professional teacher development, algebra, integers.