Significado que atribuyen al cero futuros docentes de Primaria

  1. Daniel Méndez Sánchez 1
  2. Aurora Gallardo Cabello 1
  3. Alicia Bruno Castañeda 2
  1. 1 CINVESTAV-IPN, México
  2. 2 Universidad de La Laguna
    info

    Universidad de La Laguna

    San Cristobal de La Laguna, España

    ROR https://ror.org/01r9z8p25

Journal:
FPIEM: Formación del Profesorado e Investigación en Educación Matemática

ISSN: 1885-2912

Year of publication: 2014

Issue: 11

Pages: 149-181

Type: Article

DIALNET GOOGLE SCHOLAR

More publications in: FPIEM: Formación del Profesorado e Investigación en Educación Matemática

Abstract

We present the obtained results by applying a written test designed to know the different meanings that are ascribed to the number zero, by students of Teacher Training for Elementary Education. Aforesaid meanings given to the number zero were categorized in order to contrast them with the ones found in different ancient cultures. Starting from a historial revision and analysing the answers, we found three interpretations asigned to zero: the Greek zero (denoting the absence of an object), the Chinese zero (as an equilibrium or compensation of integers), and as relative zero (point of reference to cross from positive to negative numbers).

Data source: Dialnet