Una experiencia sobre la representación en la recta de números negativos
DOI:
https://doi.org/10.48489/quadrante.22797Keywords:
Negative numbers, Learning, Students difficultiesAbstract
We present the results of a teaching experiment about negative numbers with high school students with general mathematical learning difficulties. The focus of the study was the way students translate between the number line dimension and the abstract and contextual dimensions. We analyzed students mistakes, distinguishing interpretation mistakes about the representations when students read or make them, from mistakes in writing the representations. We further analyzed the way students translate between the mentioned dimensions.
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