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Making Sense of Negative Numbers


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Title: Making Sense of Negative Numbers
Authors: Kilhamn, Cecilia
E-mail: cecilia.kilhamn@gu.se
Issue Date: 10-Feb-2011
University: Göteborgs universitet. Utbildningsvetenskapliga fakulteten
University of Gothenburg. Faculty of Education
Institution: Department of Pedagogical, Curricular and Professional Studies ; Institutionen för didaktik och pedagogisk profession
Date of Defence: 2011-03-03
Disputation: Torsdagen den 3 mars 2011,kl 13:13, Margharetha Huitfeldts Auditorium, Pedagogen, hus C.
Degree: Doctor of Philosophy
Publication type: Doctoral thesis
Series/Report no.: Gothenburg studies in educational sciences
304
Keywords: mathematics education, metaphor, signed number, negative number, number sense, case study, longitudinal, social constructivism
Abstract: Numbers are abstract objects that we conceptualize and make sense of through metaphors. When negative numbers appear in school mathematics, some properties of number sense related to natural numbers become contradictory. The metaphors seem to break down, making a transition from intuitive to formal mathematics necessary. The general aim of this research project is to investigate how students make sense of negative numbers, and more specifically what role models and metaphorical reasoning play in... more
ISBN: 978-91-7346-698-1
URI: http://hdl.handle.net/2077/24151
Appears in Collections:Doctoral Theses / Doktorsavhandlingar Institutionen för didaktik och pedagogisk profession
Doctoral Theses from University of Gothenburg / Doktorsavhandlingar från Göteborgs universitet
Gothenburg Studies in Educational Sciences

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