Structural and semiotic diversity in the didactic transition from the natural-number domain to the integers:  a study of understanding in the field of additive relativity

URI: http://hdl.handle.net/10835/711
ISSN: 1696-2095
DOI: http://dx.doi.org/10.25115/ejrep.v7i17.1348

2009

Integers

Directed numbers

Additive conceptual field

Numerical thinking

Understanding arithmetic

Enteros

Números dirigidos

Campo conceptual aditivo

Pensamiento numérico

Comprensión de la artimética