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

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URI: http://hdl.handle.net/10835/711
ISSN: 1696-2095
DOI: http://dx.doi.org/10.25115/ejrep.v7i17.1348
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Author/s
González Marí, José L.; Rico Romero, Luis; Gallardo, Jesús
Date
2009
Palabra/s clave
Integers
Directed numbers
Additive conceptual field
Numerical thinking
Understanding arithmetic
Enteros
Números dirigidos
Campo conceptual aditivo
Pensamiento numérico
Comprensión de la artimética
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