{"id":1859,"date":"2017-07-29T00:39:55","date_gmt":"2017-07-29T00:39:55","guid":{"rendered":"http:\/\/www.revista-educacion-matematica.org.mx\/revista\/?p=1859"},"modified":"2017-07-29T00:39:55","modified_gmt":"2017-07-29T00:39:55","slug":"intertextuality-about-negative-numbers-in-elementary-schools-children-an-historical-approach","status":"publish","type":"post","link":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/2017\/07\/29\/intertextuality-about-negative-numbers-in-elementary-schools-children-an-historical-approach\/","title":{"rendered":"Intertextuality about Negative Numbers in Elementary School\u2019s Children: An Historical Approach"},"content":{"rendered":"<p><a href=\"mailto:agallardo@ cinvestav.mx\">Aurora Gallardo Cabello<\/a><br \/>\n<a href=\"mailto:jlmejia@ cinvestav.mx\">Jos\u00e9 Luis Mej\u00eda Rodr\u00edguez<\/a><br \/>\n<a href=\"mailto:gsaavedra@ cinvestav.mx\">Gil Arturo Saavedra Mercado<\/a><\/p>\n<p><strong>Abstract:<\/strong> We analyze the cognitive processes of an elementary school student<br \/>\nin relation to informal ideas with integers. The study is grounded on two fundamental<br \/>\ntheorical concepts: intertextuality and the senses of use of negatives. The<br \/>\nintuitive ideas about negative numbers from this student suggest a possible<br \/>\nteaching trajectory for the learning of integers, pointing to an earlier introduction<br \/>\nof this concept. In addition, we used semiotic analysis to observe the student\u2019s<br \/>\nperspective in solving problems. We discuss historical conflicts of the mathematicians<br \/>\nin the acceptance of negative numbers. This work has historical character<br \/>\nand allows the deep understanding of a student with low academic performance,<br \/>\nin his adherence to natural numbers, with respect to integers. We discuss how<br \/>\nthe student exhibits only the sense of the subtractive, that is to say the first level<br \/>\nof acceptance of the negative number.<\/p>\n<p><strong>Keywords:<\/strong> Integers, intertextuality, history of negative numbers, elementary school,<br \/>\nsemiotics.<\/p>\n<p>&nbsp;<\/p>\n<p>DOI: 10.24844\/EM2902.03<\/p>\n<p><a href=\"\/descargas\/Vol29\/2\/03Gallardo.pdf\"><img loading=\"lazy\" class=\"size-full wp-image-279 alignright\" src=\"http:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-content\/uploads\/2016\/05\/download.png\" alt=\"\" width=\"200\" height=\"71\" srcset=\"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-content\/uploads\/2016\/05\/download.png 200w, https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-content\/uploads\/2016\/05\/download-150x53.png 150w\" sizes=\"(max-width: 200px) 100vw, 200px\" \/><\/a><\/p>\n<p><span style=\"border-radius: 2px; text-indent: 20px; width: auto; padding: 0px 4px 0px 0px; text-align: center; font: bold 11px\/20px 'Helvetica Neue',Helvetica,sans-serif; color: #ffffff; background: #bd081c no-repeat scroll 3px 50% \/ 14px 14px; position: absolute; opacity: 1; z-index: 8675309; display: none; cursor: pointer;\">Guardar<\/span><\/p>\n<p><span style=\"border-radius: 2px; text-indent: 20px; width: auto; padding: 0px 4px 0px 0px; text-align: center; font: bold 11px\/20px 'Helvetica Neue',Helvetica,sans-serif; color: #ffffff; background: #bd081c  no-repeat scroll 3px 50% \/ 14px 14px; position: absolute; opacity: 1; z-index: 8675309; display: none; cursor: pointer;\">Guardar<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Aurora Gallardo Cabello Jos\u00e9 Luis Mej\u00eda Rodr\u00edguez Gil Arturo Saavedra Mercado Abstract: We analyze the cognitive processes of an elementary school student in relation to informal ideas with integers. The study is grounded on two fundamental theorical concepts: intertextuality and the senses of use of negatives. The intuitive ideas about\u2026 <a class=\"continue-reading-link\" href=\"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/2017\/07\/29\/intertextuality-about-negative-numbers-in-elementary-schools-children-an-historical-approach\/\">Continue reading<\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":[],"categories":[569],"tags":[],"_links":{"self":[{"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts\/1859"}],"collection":[{"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/comments?post=1859"}],"version-history":[{"count":1,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts\/1859\/revisions"}],"predecessor-version":[{"id":1860,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts\/1859\/revisions\/1860"}],"wp:attachment":[{"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/media?parent=1859"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/categories?post=1859"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/tags?post=1859"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}