Meaning of Concepts of Positive and Negative Number as Expressed by Compulsory Secondary Students
Abstract
This study describes some results of an
exploratory study undertaken with secondary
students (13-14 years old), regarding
the various meanings they could link
to the concept of integer. We designed
a semantic questionnaire to gather basic
meanings of integer numbers as expressed
by students. Specifically, we focused
on the concepts of both positive
and negative numbers. We studied the
students’ answers to the posed questions
and activities by means of the elements
and the meaning components of mathematical
school concepts and we studied
the emerged system, which was useful to
classify the answers collected. The results
from this classification help to us identify
the meanings of such numerical school
concepts.
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